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Absolutely Beautiful Modified Cronkhite Trailer Tiny House for Sale - Duration: 3:22.
Absolutely Beautiful Modified Cronkhite Trailer Tiny House for Sale
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Life Advice from Strangers for New Baby - Duration: 1:42.
(sneeze)
Oh, bless you.
(sneeze)
Bless you.
I'm John and this is Striver, and he is two months and a week old.
So today we're going to go get some life advice.
Ready buddy?
He's in there.
What advice would you give my son as he's just starting out in life?
What's his name?
Striver.
Striver, my advice to you:
I say don't grow up, because it's a trap.
My advice would be: Have no regrets and go for it.
Perfect, thank you!
I've been rejected once already. My first try.
It's so hard asking strangers to talk. I feel like a creep.
If I was a parent and I was raising a beautiful child like you have,
I would spend as much time as possible with him.
And I'd hold him, and read to him.
The best advice I can give him is that he knows God.
The qualities of Jehovah.
Definitely just listen to your father.
There you go!
He obviously has had a full life.
So definitely just listen to everything he's telling you.
Hey Striver, this is Leah and I'm Christine.
We just want to say: Life's an adventure so have fun!
And the he reads the Bible, and there he will find
all the advice he needs for his life.
Perfect, thanks very much!
Did you hear?
Be joyful with him, and be positive with him.
Always help him have a joyful, positive attitude, no matter what you go through.
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MUFC eyeing a move for Highly Rated Dutch Defender Kik Pierie | Transfer News 2018 - Duration: 2:25.
Manchester United are plotting a move for SC Heerenveen defender Kik Pierie next summer.
the Red Devils are preparing to make an offer for the Dutch youngster who is considered
as a promising star in the Dutch Eredivisie.
The 17-year-old has put in some solid displays for SC Heerenveen this season which has caught
the eye of United chiefs.
Pierie was born in the USA and has represented the Netherlands at various youth levels.
However, it is believed that the Reds of Manchester will face stiff competition from Manchester
City, who are also planning a swoop for the Dutch wonderkid.
Pierie has featured in 27 matches for SC Heerenveen this season in all competitions and has an
assist to his name so far.
He is highly versatile and can play in a number of different positions across the backline.
The teenage defender primarily operates as a centre-back, but can also play in the left-back
position which makes him an ideal asset for any of his potential suitors.
The Reds of Greater Manchester are currently in the second position in the Premier League
standings with a tally of 65 points in 30 matches.
The Citizens of Manchester are leading the Premier League by a healthy 13 points with
United desperately trying to play catch up, with their bitter neighbours going into the
business end of the season.
The addition of Pierie will undoubtedly bolster Jose Mourinho's defensive options in a few
years time but for now, United need an immediate solution to strengthen their backline ahead
of the new campaign.
In recent times, Mourinho has proven that he is willing to give his youth players a
chance, if they can show that they are good enough to start in the Manchester United first-team
as evidenced by the rapid emergence of Scott McTominay this year.
Pierie has immense potential which he can look to fulfil at Old Trafford if he is given
the opportunity to showcase his talents in the Premier League.
However, he is still quite young and unproven in the Premier League which would mean that
he has to continue, with his development elsewhere or while playing for the United youth teams.
It remains to be seen what lies ahead in the future of the Dutch youngster and whether
he ends up making a move to the Premier League in the near future.
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Oklahoma Teachers Prepare For Walkout, Joining Growing Movement | NBC Nightly News - Duration: 2:15.
For more infomation >> Oklahoma Teachers Prepare For Walkout, Joining Growing Movement | NBC Nightly News - Duration: 2:15. -------------------------------------------
MI Bridges: Apply For Benefits, Manage Your Case, And Explore Resources - Duration: 3:52.
Welcome to MI Bridges, brought to you by the Michigan Department of Health and Human Services.
MI Bridges is a website designed to help you apply for benefits, explore resources organizations, and manage your case.
MI Bridges is easy to access anytime and anywhere using a computer, tablet, or your mobile phone
by visiting www.michigan.gov/mibridges
When you register and log into MI Bridges there are many features you can take advantage of
including apply for benefits explore local resources that may be helpful
and if your receive benefits you can use MI Bridges to manage your case
Let's talk about each of these in more detail. MI Bridges makes applying for benefits simple and easy
You can apply for Healthcare coverage, Food Assistance, Cash Assistance, Childcare You can apply for Healthcare coverage, Food Assistance, Cash Assistance, Childcare
and emergency relief. Including assistance with utilities, housing , and burial costs.
and emergency relief. Including assistance with utilities, housing , and burial costs. The application is customized based on the programs you are applying for and saves your
progress automatically as you record information so that you can take a break
and can comeback at anytime. It is also available in English, Spanish, and Arabic. Not only can you apply for benefits using
MI Bridges but you can also connect to state programs and
resources or agencies in your local community. All you have to do is select a topic
you would like assistance with such as food or housing, answer a few simple
questions and MI Bridges will connect you to resources that may be helpful
and you can add resources to you my resources page to keep track
of all your resources in one place so you can quickly access the information
you need. If you are looking for a specific type of resource or support
you can use the explore resources feature to quickly search for help near you
Enter your address, select from a variety of resource topics and see a map
and list of resources near you. If you receive benefits from MDHHS
you can manage your case using MI Bridges. At anytime
you can view details like benefit amounts, when benefits will be available on your bridge card
or when you need to renew without having to call MDHHS
as part of managing your case you can report changes and
submit renewals for your benefits. These features make it easy for you to tell
MDHHS about any changes happening in your life
You can also view letters sent from MDHHS in the last
year about your case. This makes it easy to download and print letters
online if you misplaced the copy you got in the mail or need to share
the letter. If you sign up to receive text or email
alerts wen you receive information from MDHHS. So you can
always stay on top of your benefits status, renewal, providing documents
, and other case actions. Another improved feature in MI Bridges is the ability
to upload documents. Navigate to the upload documents page to see documents
that are required to process your case
then snap a picture of your document on your mobile phone or choose a document you already have
and upload it to MI Bridges. Your caseworker will receive the document
and continue processing your case. if you need some extra help
using MI Bridges, there are hundreds of community partners, trained as navigators
and available to assist you across Michigan. A navigator can help you apply
apply for benefits, answer questions, and locate resources
you can search for an access partner. These partners have computers and internet
available for public use. You can use the find community partners option
on the MI Bridges homepage to find navigation and access partners near you
This video is just an introduction to MI Bridges. If you are ready to see how
MI Bridges can help you access benefits and community resources, go to www.michigan.gov/mibridges and get started today!
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1,216 Sq. Ft. Perfect Cozy Cabin For The Family in Big Bear Lake, CA | Beautiful Small House Design - Duration: 2:33.
1,216 Sq. Ft. Perfect Cozy Cabin For The Family in Big Bear Lake, CA
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Small Business 101: Episode 13 - Creating Personalized Videos for Sales - Duration: 4:03.
Alex: Hey everybody, welcome back to another episode of Small Business 101 here on
Arbeit U. Spencer: Yes and as always these are my favorite favorite episodes ever in our
Small Business 101 series. Do you know why? Alex: No. Spencer: Because we talk about sales.
Alex: Ah sales. Spencer: Yes, the most important ,the only thing, the most important
thing of any corporation. But today we're talking about something, Alex: It's debatable.
Spencer: Well not debatable. Today we're talking about something very specific right. We're
talking about using video in your sales sequence. For those of you who get our
calls or our sales approach, you know for a fact that we are very into using
videos as a form of communication or called ,cold call. Alex: Yep.
Spencer: So the reason we do that is for a firm multitude reasons right, like one um it
helps people know who you are right. Like if I if I call you, let's say I call you
a hundred times in a row right, you're never gonna remember me. But if I send
you ten videos in a row, you're much more likely to know who I am
versus an individual cold call right. So that's the first thing is it helps with
the notoriety. The second thing it does is it breaks the norm right. So you know
cold sales is kind of there's an old-school approach where you just call
the guy you, call the guy or girl. I keep calling them. Video is a little different
right like not too many people you know open an email and instead of a boring
email with just a written template there's a video and we take it a step
further where we use we use custom videos so each each person we attempt to
contact gets their own unique video that our sales team makes just for them. So
it's not every day that someone gets this video with the sign that'll say hi
in their name, so you know that's unique and specific to them. So I mean the
second thing obviously solves is it helps you stand out it helps us be
different. Alex: Right. Spencer: So and then the third thing is obviously you know, Alex: it's cool!
Spencer: Yeah it's cool, it's different. Alex: Yeah and it's I mean you what you might
be thinking is oh I don't have time to make a video for every person that's not
true. It literally, it probably takes just about the same amount of time as it does
to make a phone call to that person, to record the video once you get
process down. Spencer: I would argue it's quicker because, Alex: Yeah. Spencer: There's no waiting,
there's no on hold, there's no waiting, you know. Alex: Yeah, to record the actual video.
You gotta film it, edit it, but once you get that process down, Spencer: But that's not
sales I don't care about people editing it. Alex: Yeah ,yeah, yea, but still with all that input into it it
does not take as long. So yeah, it's definitely not like a huge time sink and
it is cool, its unique. We, we just started to do it kind of. We've gotten really
good results. Spencer: Yeah, we actually had we've had people, we have one person in
particular call one of our sales persons back off off one of those videos and
said listen, I get thousands of cold calls a week. I have
never called someone back except for you, cuz you sent me a personalized video.
Alex: Right. Spencer: That's like a direct quote. So they like that guy is like that
definitely helped Ashley stand out in his mind. Alex: Right. Yeah, I mean it's it's
cool, it's something it's I think a lot of people talk about it if you you know
pay attention to the marketing and such and sales that you know people are
talking about it is like the new thing. Spencer: Especially when you have his face you
want to get it on camera as much as you can. Alex: So if you're not using video, you should be. Try
it out. See if it works. Spencer: Let us know. Alex: Yeah. If you are using it, let us know how it's
going for you. Spencer: My commission rate is 10%. Alex: Yeah, we'd love to hear
from you Spencer: and get that commission. Alex: So thank you Spencer: and see you next week.
Alex: See you next week
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Integrating Multiple Funding Streams for Stability - Duration: 53:34.
(Joanne Oshel) Welcome, everyone,
to today's Project AWARE webinar
entitled "Integrating Multiple Funding Streams for Sustainability."
I'm Joanne Oshel. I am the webinar coordinator.
I am going to go ahead and pass it on to Christina to get started.
(Christina Pate) Thank you, Joanne.
So, welcome everyone.
So we are looking at
"Integrating Multiple Funding Streams for Sustainability" today.
This is obviously a timely topic as we transition
into our fourth year of the grant for Project AWARE,
and some of us are actually going to have less time
to plan for sustainability.
So, hopefully today's discussion will be informative
and helpful for you all.
So just our required slides here.
I'll go through these quickly.
So our disclaimer: the views, opinions,
and content expressed in this presentation
do not necessarily reflect the views, opinions,
or policies of the Center for Mental Health Services,
the Substance Abuse and Mental Health Services Administration,
or the US Department of Health and Human Services.
And these are our current projects that the TA Center supports.
So Healthy Transitions, Project AWARE,
the many initiatives under that as well as ReCAST.
And today so we're in an office hour format today,
so it's not as formal as, say, a webinar or something like that.
So I want to kind of frame that before I introduce
our contributors here.
But basically, you know, the office hour format
is meant to provide some instruction,
a little bit of learning, which is why we have some slides,
kind of like a webinar, but we also have
a couple of grantees with us today to share some examples,
some lessons learned, some challenges, some successes
and things like that related to some of the content
that our subject matter expert is going to share.
But we encourage you at any time to unmute yourself
and ask questions or make comments
or to type things into the chat box.
I'll be monitoring that throughout the time today.
So let's keep it informal. Let's keep it conversational.
I know that can be difficult sometimes on the phone,
but let's try to do that today for our office hours.
So without further ado, we have Dr. Mary Armstrong with us.
She is the Executive Director of the Louis de la Parte
Florida Mental Health Institute and the Associate Professor
in the Department of Child and Family Studies
in the College of Behavioral and Community Sciences
at the University of South Florida.
So Dr. Armstrong is bracing for Hurricane Irma,
and so we're really grateful to have her with us today
despite all of the challenges that are going on down there.
We also have with us Pat Sanborn.
She is the Project Coordinator for Project AWARE as well as
for the Safe Schools Healthy Students Initiative,
and she's head of the Department of Education.
And we also have with us an LEA Project AWARE Coordinator
from Somerset County Public Schools in Maryland,
Ms. Rachel Abbott-Gray.
So I'm going to go ahead and turn it over to Dr. Armstrong,
and then we'll hear from the grantees kind of peppered
throughout as Dr. Armstrong goes through.
So Dr. Armstrong?
(Mary Armstrong) Thanks, Christina,
and thanks also to Joanne for getting us started.
So first of all, I want to really reinforce what Christina
said that we really welcome this being as informal
as participants want it to be, and we've kind of set it up
so that there's going to be lots of time
for comments from the participants.
So let me just talk about our agenda.
So I'm just going to spend a minute or two talking
about some pre-steps that you really need to have in place
before you begin thinking about financial sustainability,
and then I'm going to present a template with seven elements
that are considered to be essential as you're moving
forward with planning for sustainability.
And then with each of those elements I'm going
to present from my perspective some strategies
that you may want to think about,
and then I'm also going to give both Pat
and Rachel a chance to also present some strategies
that they've possibly have used or are thinking about using.
And then we'll open it up for group discussion.
So learning objectives for today.
First of all, we're hoping that by the end of this learning hour
everybody will understand the key elements for ensuring
financial sustainability of Project AWARE
in your community and state.
And then hopefully each of you will identify
three to four strategic directions
to pursue during 2017 to achieve sustainability
and then also that everybody will be able to identify
two to three actionable steps that you can take
over the next six months that will facilitate financial sustainability.
So that's our learning objectives for this hour.
So, before you begin.
So it's really important when you're thinking
about financial sustainability that you and your team
understand your project.
And I know that when people look at this, these assumptions,
I think their first reaction is, "Well, of course,
we all have done this, and we're all in agreement about this."
But sometimes there can be slippage
between when you write a federal grant application
and then as you're implementing it.
So this is just a reminder that it's very important
that everybody is agreed about the target populations
that you're actually trying to reach through your Project AWARE Grant.
So that's the first thing.
And also that there's agreement about your underlying values
and principles and the intended outcomes that you want
to have for your project.
Third, it's important that everybody is clear
about the interventions and supports that you are using
through Project AWARE to achieve your outcomes.
And also that you've identified how those interventions
and supports are organized, either at the LEA level
or also actually at the state level so--
and what I mean by that is that if you turned
to all of your project partners and asked them
to design the system that you have set up through Project AWARE,
they would basically all draw the same picture.
And then also that everybody's clear about
the administrative infrastructure that's needed to support
your Project AWARE site, and I'm emphasizing that
because many times when we're thinking
about financial sustainability, the first thing
that we think about are services, right?
The services or the training that we've implemented
through a federal grant.
But we also need to think about
the administrative infrastructure that you can be able--
you've been able to create as a result of the grant
and how we're going to sustain that.
So once you've done all of that,
then you actually can cost out your system.
So what--and what I mean by that is what's it going to cost
at your LEA or at the state level to actually be able
to sustain financially everything that you've been doing
through your Project AWARE site.
Yeah, this is the other thing that--
to think about and when you're thinking
about financial sustainability, the other important decision
is where do we begin, right?
So what do we do first?
So here's some thoughts about that.
So the first thing that I would like you to consider
is what do your key system partners
feel should be done first?
From their perspective, what are the most important pieces
that you want to be able to sustain financially?
That's always a good starting point.
And related to that, another thing to think about is what are
the financing strategies and structures that support
the project that are already in place and you don't need
to think about sustaining them?
So that you can kind of put those aside and say,
"Okay, we're all set with those."
And then the third thing to think about
when you're talking about where to begin
is what are the financing strategies
that are going to be difficult to accomplish
but that would have a very major impact
as far as continuing the objectives of Project AWARE?
And then, finally, what are the strategies that actually
may be relatively easy to achieve
and would be viewed as short-term wins
by your team and your stakeholders?
You know, sometimes we call that the low-lying fruit,
and when you've got a strategic financing plan
that you're trying to carry out,
it's always helpful if you can have some short-term wins
that you can identify as you move forward.
Okay, so the primary piece that we're going to be talking about
during this hour is a template for financial sustainability,
and what that means is what are the essential elements
of a Project AWARE finance plan?
These are the seven elements that we've identified
and that we're going to be walking through with you.
So I'm going to be talking about each of these elements.
I'm going to suggest some strategies
for how to do that for your Project AWARE,
and then I'm going to be asking Pat and Rachel to comment as well.
So let's just get started with the first one.
So the first element is to identify current spending
and utilization patterns across agencies.
So, how do we do that?
So here's some potential strategies for how
you identify what's being spent now.
And so one of the strategies, one of the steps,
is to conduct a cross-system analysis
of the amounts and types of school-based prevention
and early intervention services and supports
that you are using to reach your target populations.
So that can include prevention, screening,
early identification, treatment, and other supports.
So it's thinking about not just what the school district is doing,
but what are your system partners doing also,
so, for example, what's being done by your mental health providers
or perhaps by your child welfare system
or your juvenile justice system, all of the system partners
that are working with you around implementing Project AWARE.
And this is different when you're trying to do this,
this cross-system analysis, of the amounts
and types of school-based prevention
and early intervention services and supports.
So you're trying to identify what are they
and who is paying for them.
So that's what you're really-- that's your purpose here.
As you're doing that, you really also at the same time
can do what we call an environmental scan of existing resources
and untapped and/or under-utilized sources
of funding for services and supports.
And oftentimes as you're thinking about this,
some of those actually do become apparent.
And then the third piece that we really want to be thinking about
when we're identifying who is spending what
for these school-based prevention and early intervention services,
we really want to think about is there any duplication in spending
that could be coordinated and possibly redirected.
So what I mean by that is, is there more than one
funding source actually paying for the same service?
That's actually good.
Well, first of all, we want to make sure that we identify
if there is duplication, but if there are more than one entity
that could pay for the same service, then the possibility
is that some of those funds could be redirected
to another service or support that's really difficult
to pay for, and right now there's nobody
that can be paying for it.
So this first element, identifying current spending
and utilization patterns, is extremely important.
It's one that we don't often think about,
and the other thing that I think about
from when I was in state government
is that the people that--
I was on the program side, right?
So I was a program person, and I worked a lot
across state agencies with like program persons,
but I didn't work with the budget folks.
And in order to really do this first element,
you also need to involve those budget folks,
either at the LEA level or at the state level.
So that's the other part that I think is challenging for us.
So I'm going to pause at this point,
and I'm going to ask Pat and Rachel if they'd like
to add any strategies that you're thinking about
or have used for this first element.
(Rachel Abbott-Gray) Hi, this is Rachel from Somerset.
Can you hear me?
(Mary) Yes.
(Rachel) Great.
For this element we actually did at the end of July this year,
we had a retreat with our local partners and stakeholders.
A lot of these folks already serve
on our steering committee for Project AWARE,
so they're already involved with decisions
and carrying out the goals and objectives of the grant.
And so our thought was to have a strategic planning session,
and we were able to do that.
It was facilitated with the help from the Technical Assistance Center,
and one of the things that we did look at was
who was doing what, again, so we're not duplicating services,
and when we're looking at sustainability after the grant,
we can ensure what is important to us to continue
when we no longer have the grant funding.
So this was one of the areas we looked at
as far as sustainability when we had that retreat
with our partners this summer.
(Mary) Great.
This is--
(Pat Sanborn) This is Pat.
(Mary) Yes, Pat.
(Pat) Hi, and I just want to add to that
that here in the state of Nevada
our communities are pretty far and spread apart,
geographically spread apart, and so we had done early on
some scans of needs assessment as well as an analysis
of what was available in each of the communities,
and there really wasn't much.
And so what we're looking at now is utilizing some existing funds
that come from the state for school social workers
and state school professionals and the braiding of funding
to maintain and sustain some of those positions across the state,
not only in the communities that Project AWARE serves,
but in all of the school districts across the state.
And then also doing a scan of any existing resources
by peer level, whether you-- like you were talking about, Mary,
is the, you know, prevention, intervention, and the third tier.
And to really work with the local communities
and hospitals or family service centers
to collaborate and braid some of their funding
along with the school in order to be able to maintain.
And I'll say more as we go on, 'cause I think it might be
in a different element, Mary.
So, thank you.
(Mary) Sure.
Thanks, Pat.
Yeah, I really like your idea, too,
of using the tiers as you're doing this environmental scan
around current spending and utilization patterns.
So I think the advantage of that is I think prevention
and early intervention which we know
are so important and we want to have them
universally in place but they're very difficult to fund.
So I think it's very, very helpful to use your tiers
which your steering committees are probably familiar with anyways
and then use that to kind of frame your environmental scan.
(Pat) Great.
Good, good.
(Christina) And Mary, I have a--
I was just going to make a comment
kind of piggy-backing off of all of that.
I was just facilitating a site visit in Washington state,
and similar to Rachel, they had kind of pulled everyone
who was working on any sort of mental health,
social emotional, student supports,
any special ed, anything related, basically, to AWARE,
pulled them together, finally get everyone in a room
on the same page and did a histomap
and sort of looked at all the history
of all of the initiatives that everyone was involved in,
and so there were lots of things going on
that each other didn't even know
and they were under the same agency.
And then they were also thinking about,
"Well, we've all done these environmental scans,
"and so we can pull from each other's environmental scans
"to see what exists and to also be sure
we're not overlapping services or funding in all of those areas."
And so that's really kind of their launching point now
for sustainability planning.
And also sort of scaling up things as a statewide initiative.
So I just thought I would share that example as well.
(Mary) Great.
Yeah, I think sometimes, you know, just--
it's just a major victory to get everybody
in the same room and have that kind of a conversation,
and it really can be the beginning of strategic
planning around sustainability, so, okay, great.
Does anybody else want to make any comments or ask any questions
or anything about this first element?
Okay, so let's move ahead and continue this conversation,
and this is really such a natural next step
after you know who is paying for what, your first element.
The second element is to really look at
now that we know financially who is paying for what,
are there any possible ways that we can realign
funding streams and structures?
And you know, I think this is so important today because--
and Pat alluded to this earlier.
You know, there's just not a lot of new money out there,
and it doesn't look like there's going to be a lot of new money
available to us, and so in that environment
it is so important that we take a look at
what are we using our existing funds for now
and can we possibly use them in different ways?
So some of the strategies around realignment--
and some folks have already mentioned this--
is using diverse funding streams.
I think everybody probably is using diverse funding streams,
blending, braiding, coordinating, you know,
I think sometimes what it feels like is just cobbling together
anything and everything that you can possibly find
as far as what could possibly-- we can possibly make use of.
One of the specific points that I wanted to make,
and some folks may not be as familiar with this
is every state--your state mental health authority
receives two block grants from SAMHSA.
One is the Mental Health Block Grant,
and then the other is the Substance Abuse Block Grant.
You need to be willing to find out about these block grants
in your state, because these are very, very flexible funds.
And I didn't emphasize that earlier,
but we really are looking for flexible dollars
that you can use very creatively.
And trust me, there aren't a lot of strings attached
to the Mental Health Block Grant
and the Substance Abuse Block Grant,
so, in general, I just want to make everybody aware of them.
But then the other exciting thing is that there is now
a 10% set aside for the Mental Health Block Grant,
and what that means is that in all states
they have to use 10% of their Mental Health Block Grant
from SAMHSA for first-episode psychosis,
and that's your population, right?
It's adolescence when many, many times
there is that first episode,
so that's something to be thinking about
and, you know, find out in your state how is your
mental health authority using that 10% set aside.
And then, of course, over and above the SAMHSA funding,
we always want to maximize as much as we can
federal entitlement funding.
So that means, you know, federal funding that comes
to your department of education,
federal funds that come to your juvenile justice agency,
your child welfare agency, mental health
and substance abuse, your health department.
You know, whenever possible we really want to make--
we want to look at those federal funds and make sure,
if it's at all possible,
that we can use them in some way to support
your Project AWARE activities.
And that kind of is related to the next point,
which is we're always looking for flexible funding streams.
And then the other really important piece for realignment
that I think we don't always think about is are there
certain services and supports that we actually know
either from research or from your own gut-level understanding
of what your target population needs that just aren't effective.
And so, you know, it's really biting the bullet
and thinking about actually sunsetting,
funding those services and redirecting those funds
to evidence-based prevention and early intervention services.
We have learned so much in the last ten years,
and we've really got a very strong evidence base now
for school-based prevention and early intervention services
as you all know, and that's where we really
want to be directing our funding.
So if there's anything we can sunset and stop funding
and redirect to evidence-based services,
that's something that we-- you know,
your steering committees just need to give
very subtle consideration to that.
So Rachel and Deborah, do you want--I mean, Pat.
Pat and Rachel, do you want to talk a little bit about
anything that you guys have done around realignment?
(Rachel) Hi, this is Rachel.
As far as realignment, a couple of things that we had done.
So from the very beginning, knowing that the grant
would be coming to an end, we gave careful consideration
to the types of programs and services that we wanted
to implement in the school system.
We wanted to make sure, obviously,
that it was appropriate to our population.
But also that it was pretty cost effective or low cost
so that at the end of the grant we wouldn't have
to worry about spending a lot of money
every year to keep it up.
So one of the programs we selected and, of course,
all the programs we get approval for is evidence based,
but this year we are implementing mindfulness,
so there is an initial cost, but after it's implemented,
it's relatively low to no cost because it's more about teaching
the student self-control and technique for them to use for themselves.
The other thing that we did as part of our grant
is teaching mental health training,
and so what we've considered doing is training our partners,
so individuals from our mental health agencies,
so that way, outside of the grant,
once the grant ends, they could assist with funding for that.
So that would continue and not go to the wayside.
So just trying to--and that's why the planning session
with the committee members, it was a very diverse group.
It was mental health, but it was also our religious leaders.
We had a police officer, just very different disciplines,
so that we could see how we all could work together
to kind of help fill in those gaps
and pick up when the grant is no longer there,
how we could help one another.
(Pat) And hi, this is Pat.
I have a couple of things I can add to that.
So--and when you talked about the hobbled putting together
of different funding streams, I had this vision of a quilt,
and rather than see this process as a hobbling
or a messy thing, quilting is kind of like,
you know, putting together a patchwork of different sources
and so and then you get a really full coverage.
So just keep that metaphor in mind while we go through this.
So we are working with, fairly recently,
we started working with the group over at mental health,
the substance abuse and treatment,
and they have a resource that we find is very similar to our own,
and so we're working with them to try to create
some type of a inter-agency council.
We're investigating it.
We hadn't gotten too far, but in the interest of avoiding
any duplication and maximizing and leveraging all of the funds
that we have that can go for mental health services
and, you know, add to that quilt of funding,
so that's one of the things at the state level.
And we're doing some other things and, again,
I'll get to them as we move down the elements.
Oh yes, I wanted to just say, so we're now going to be--
our office here, as the Department of Ed.,
is the Office for a Safe and Respectful Learning Environment.
And we've been given guardianship
over the Title IV funding, so that's fairly new for us.
And so we hope to be able to maximize and leverage
that funding in order to implement or sustain
some tiered level services for multi-tiered system of support.
(Mary) Excellent.
And I want to just point out in case folks haven't noticed it,
because there's also a chat message from Christina Wheeler
talking about Title IV A from USEB
as another funding stream that might be leveraged
for some mental health support, so.
[crosstalk]
That's another example of a federal funding stream
that we possibly could use.
Does anybody else want to talk
about potential strategies for realignment?
(Mary) I just want to comment.
This is Mary.
Both Rachel and Pat made some very important points.
And Rachel, you know, one of the strategies
that you said that I think is very important,
when you're thinking about implementing evidence-based strategies,
some of them, you know, there is a high initial cost
but then that high cost continues throughout,
so, like, there's an annual fee, so I loved your idea
of looking for evidence-based supports and interventions
where there might be a high cost initially
but then it becomes low cost.
And Pat, thanks so much for your idea of a quilt.
Much, much better than cobbling together so, okay.
So let's move on to our third element:
strategies for financing appropriate services.
So, you know, some of this is kind of--
well, it's just, this is kind of like a reminder
around so what do we mean when we're talking
about appropriate services and supports?
First of all, we want to make sure that they're culturally appropriate.
And I know you know this, but having taken a look
at some of your grant applications,
many of you have targeted Latino youth,
Native American, Native Alaskan, LGBTQ.
So we really need to think about what are the services
and supports that are going to be culturally appropriate
for the target populations that you've identified.
And then the other piece that we haven't talked about yet
is financing to promote individual laws and flexible care.
And what I mean by that is, and you know this,
but you need to be thinking about
some kind of a care coordination structure
that's going to be able to continue whether it's Wraparound or TIP
or some kind of targeted case management.
But we need to think about care coordination.
We've already talked about evidence-based
and promising practices and financing early identification
and intervention.
And here's that service coordination activities,
and as you're thinking about that array of services
and supports that you really want to--
that you want to make sure that you continue,
it's always important that you have input from youth,
from their parents and caregivers and also from the community.
So as far as this element of financing appropriate services,
Pat and Rachel, do you have any points you want to make?
(Pat) Hi, yeah, this is Pat.
I can make a couple of points on that.
And in regards to your first bullet there,
the culturally appropriate services.
Fairly recently we held a community dialogue--
or actually more of a state dialogue--
so we had people there from different levels
of state departments as well as community people
from our Project AWARE communities,
and we talked about the CLAS standards
and ways that they might be having culturally
and linguistic-appropriate services in their respective organizations.
And so it was just a good conversation to start opening that dialogue,
and we hope to do some more of it.
But also to just make people aware of some of the ways
that they might not have known that they weren't delivering services
in a culturally appropriate manner.
So more on that later.
And then also another bullet I can comment on is, well,
you mentioned about the wraparound services.
And one of our other projects here in the office involves
the multi-disciplinary team at each school level
and also an anonymous tip line reporting,
and so we're hoping to utilize that as a full service
or as a-- excuse me--
as a full response, so, for instance,
if there's an anonymous tip about a student in concern
for a fellow student's friend, whether it may be a suicide risk
or some other sort of mental health issue,
that one student could call in anonymously,
and depending on the severity of it,
a multi-disciplinary team would be put into action
at that school in order to provide some services
for the student of concern.
And so that's kind of a wraparound,
and then, of course, it would lead into other services
for the student to avoid any future risk.
So that's one of the ways that we're trying to look into
getting Wraparound as well as trying to work within our system of care
at the Child and Family Services Division.
(Mary) Great.
Did you want to say anything, Rachel?
(Rachel) Hi, this is Rachel.
I can also add a couple of points as far
as culturally appropriate services and receiving feedback
from our families.
We--I serve on a committee, actually we're from a rural--
I work in a rural county where a lot of our schools
are spread out, and so a lot of our members
on our steering committee also serve in other capacities on other teams.
And recently we came up with a survey that we distributed
during our school's open houses and just seeking feedback
from the parents about what their particular needs and interests were,
and the plan is in October we're going to have
two community sessions, one on our northern end
and one on our southern end,
using the feedback from the parents to kind of address
and talk about concerns and needs that they have.
The other issue I wanted to bring up
was on the early identification part,
we do work very closely with our Judy Center
that we have in the county.
We often attend their meetings.
They have representatives that attend ours.
And we work closely with them as far as choosing
evidence-based programs that can also be used in early childhood
and so that we're all working together to cover
all of our students' needs.
(Mary) Wonderful, great.
Okay, does anybody else want to chime in?
Okay, so the fourth element is strategies
for supporting family and youth partnerships.
And Rachel was actually just giving some nice examples
around how to get input from families in the community.
So some of the strategies that you can be thinking about
is actually now while you've got Project AWARE funds
to actually finance training for your community providers
on a strength-based family and youth partnership approach.
So that's one thing to think about.
And then the other piece that I think we sometimes forget is,
you know, it's easy to say that we want parents
and we want youth to be engaged and to participate in policy-making
and, like, system-level decisions and boards and things like that,
but what we sometimes forget about is that, just like us,
the first time that we became board members at that level,
we need training.
Everybody does.
So we need to think about how we're going to pay for orientation,
education, leadership development to prepare parents
and youth to take on those roles.
And then the other thing to think about--
and I know some of you are doing this--
is when you think about some of the really key components
of Project AWARE like peer support for students
and Mental Health First Aid, you can think about some
of your funding some existing family or youth organizations
to provide those services in the future.
And so with talking about the areas locally there may be
a Federation of Families for Children's Mental Health chapter,
a local NAMI chapter, local Mental Health America chapter.
And then on the youth side, there are Youth MOVE organizations.
Those are organizations of youth
with some serious mental health problems.
So thinking about really making them partners
in a more concrete way by giving them those kinds of roles.
And then the other way to think about it
is to work with your mental health providers
around encouraging them to offer peer support services
and ensure that they've got the appropriate infrastructure
in place to hire, train, and support their peer staff.
So those are some of the strategies around this fourth element.
Pat and Rachel, do you want to chime in here?
(Rachel) In Somerset,
we agree with the importance of training and education
for both parents and students, and that is something
that we try to do annually for both.
As a matter of fact, this past school year
we had a youth empowerment conference.
It was for middle school students, so it's males and females,
and we brought in speakers on issues we thought
were very relevant for them, and that was very successful.
The feedback was very high.
The students really appreciated having a conference for them
to go to that pertained to their needs.
We also have, in Somerset, family navigators that do outreach,
and part of their duties is to have so many outreach activities a year
and that oftentimes include parent training.
We had one in the spring where parents could attend a conference.
We've done several others.
We also pay for parents and youth if there's conferences for them,
that they're interested in, for them to attend
and gain that additional information.
(Mary) Great.
So Rachel's reminded me of another point that I wanted
to make around this element: supporting family and youth partnerships.
The other thing to think about is SAMHSA,
another part of SAMHSA, is currently offering states
sustainability grants around system of care expansion,
and those grants typically are paying for both parent partners,
parent navigators, and also peer partners.
So they may be a source--
it's federal money that's eventually going to go away,
but a lot of those grants are fairly new,
and they could be used to support family and youth partnerships.
(Pat) Right, this is Pat.
I have a couple of things if you have a minute.
(Mary) Sure, absolutely.
(Pat) Okay, I just want to add
really briefly that our funding goes to--
also includes some community coalitions,
and so they provide some other services
in addition to what Project AWARE can provide,
and they're staffing-- they have homeless coordinators
who are that link between the student and the family
and can provide some navigation around the community
when there needs to be services found or what have you
and then also another one has a family service center
which they've begun working with
and a local hospital actually that can help connect
family to community and provide additional services
for the parent and the student.
So I just wanted to quickly explain that,
but thank you for that update on sustainability expansion grant.
I'll look into that.
(Mary) Yes, definitely make sure you do,
'cause I'm sure Nevada probably has one.
And this time, this is a change, but this round of expansion
and sustainability grants are funding services,
as there is money available for services and supports, so, good.
So, fifth element: strategies to improve cultural
and linguistic competence.
We've already talked about some of this, and I loved,
I don't know if it was Pat or Rachel,
but using the CLAS standards--
it was Pat talking about that, at the state level.
That's a great strategy to engage your state partners
around really talking about improving cultural
and linguistic competence across state agencies.
So that's a great strategy that Pat's already shared around this.
Then we've already talked about and what--
but I want to emphasize it again.
We really need to look at making sure that we've got funding
to pay for culturally-specific specialized services,
non-traditional services, indigenous providers,
natural helpers, peer supports.
We always, of course, want to make sure that we can pay
for translation and interpretation.
I think, yeah, I know we're a little short on time,
so, Pat and Rachel, do you want to add something around this element?
(Pat) I have nothing additional
to what I added about the CLAS standards, but--
(Mary) Okay, great idea.
Thanks, Pat. Rachel?
(Rachel) I don't have anything additional
to add either.
(Mary) Okay, thanks a lot.
Anybody else want to share some strategies?
Okay, let's move on to the sixth element:
strategies to improve the workforce.
And you know, I think this is important for Project AWARE,
because certainly one of the workforce improvement strategies
that I absolutely love and that you're all doing
is Mental Health First Aid, really training your partners
and your school district personnel and youth, you know,
around Mental Health First Aid,
and certainly that is one of the elements
that you want to make sure that you can sustain,
and I know one of the strategies as somebody already mentioned is that,
you know, you try to get trainers and other
in your steering committee members that they're going to be able
to continue with that Mental Health First Aid,
and we've talked about a lot of this.
Pat and Rachel, do you want to add anything around this element,
the workforce provider network?
(Pat) Right, yeah, this is Pat.
I can say a couple of points about the workforce development.
I'll just reiterate what I said earlier on is that, you know,
we do have funding from the state for school social workers,
and so we've been able to build the workforce
not only for licensed clinical school social work
or social workers but for lower level social work workers,
and we call them safe school professionals,
and so there's a tiered system of what type of pay
they will receive depending on their level of education.
So and that's an incentive for many of the bachelor levels
to go further in their education and take additional classes
and get licensure needed to be hirable at the school districts.
(Mary) Great.
Did you want to add anything, Rachel?
(Rachel) Sure.
I'm very thankful the system we work in,
even though it's rural, it's a very small county,
we are fortunate enough to have social workers
in our schools.
So the support staff that's provided under Project AWARE
is in addition to what we already have, and we're hoping--
that's what we're hoping to sustain at the end of the grant.
But what is more challenging, I think, for us,
and these are discussions that we've been having,
is with our mental health providers,
it's a challenge sometimes to keep the psychiatrists,
especially child and adolescent psychiatrists,
so they're often very creative by having telepsychiatry
and doing it that way.
But that can be very intimidating to parents
who maybe want someone face to face
rather than by computer.
So I know that--
those are some of the conversations we're having,
not so much in regards to the school system
but I feel for mental health providers
we continue to have conversations on how
to draw good child and adolescent psychiatrists
to our county that will then stay with us.
(Mary) Mm-hmm, mm-hmm.
That's a great example. Thanks, yeah, thanks a lot.
Yeah, good.
(Pat) Hey, and this is Pat again.
I just want to add one more thing in regards to your third bullet there
about offering financial incentives.
And I know several of the communities,
they have offered some financial incentives
in order to attract some qualified people
to their community, and that has worked
in getting the necessary people there.
So it's a short-term thing, but it does get people
to increase their level of education and attract them to their community.
(Mary) Right, okay, good.
Thanks.
Okay, so let's move on to our final element,
which is financing for accountability.
And as I said earlier, you know, sometimes I think
that what we forget about when we're thinking
about financial sustainability is the infrastructure pieces
that we are able to pay for through something like
Project AWARE or a system of care grant
but then they may go away if we don't think about
how we're going to pay for them in the future.
And so some examples of what I mean by that is
so let's say that your target population is racially
and ethnically diverse youth such as, as we said before,
Latino, African American, LGBTQ, and so, you know,
one of the things that you really need is an MIS system
of some kind that can actually track service utilization
and student outcomes for those very specific target populations.
Not just for all students but, you know,
really add that at that target population level.
So you need to be thinking about how you're going to pay for that
in your school district and, you know,
probably more important in your community
after the grant funding goes away.
And then another way to fund accountability--
and I know some of you are thinking about that--
but when school districts are thinking about contracting with providers,
case managers, administrative service vendors,
to really get serious around implementing performance
or outcomes-based contracts, so that's another strategy.
And related to that is including in your contracts with vendors,
financial incentives and/or sanctions based on outcomes
at the program level and at the student level.
And I know some people are not comfortable
with fiscal disincentives.
I don't have any problem with them at all.
I think, you know, we all have to be accountable,
and sometimes the way that you get providers' attention
is by having those financial incentives
and sanctions and disincentives.
So those are some of the strategies
that we can be thinking about for accountability,
and Pat and Rachel, do you want to chime in for a few minutes?
(Pat) Hi, yeah.
I can say a couple of things about this.
Our office and in particular a couple of the individuals here
have worked really hard on improving the data collection system
through Infinite Campus, which is the student tracking
of information that is used in every district in the state,
and so we've been able to work with one of the larger districts
that has increased capability in putting together
an enhanced Infinite Campus data collection where there's--
it will avoid the duplication of putting data into multiple sites,
and so it is also will be an information management system
where we can track the follow-up whether it's from an anonymous tip line
or whether it's from any kind of discipline at the school level
or whether it's from some type of behavioral health issue.
So, we're pretty excited about that,
and right now I believe it's being tested
in two school districts in this state,
and so we'll see what kind of refinements
we need to make on it.
(Mary) That's a great example, Pat.
Rachel, did you want to add anything?
(Rachel) Yes, in Somerset we also have,
it's a data system that we use through Project AWARE.
It's set up so it can kind of keep track of our goals and objectives--
the outcomes of those goals and objectives.
And so our staff at the school, our support staff,
they report monthly, and we compile a bigger report
that we can then share with our committee members,
with our support staff, with our schools,
to kind of keep us on track with our goals
and see if we're meeting or need to adjust or tweak.
And that's definitely something even after the grant
that will be able to easily be maintained.
(Mary) Wonderful.
Great.
Okay, so, Christina, I don't think we're--
we probably don't have a lot of time for discussion,
but I love the dialogue that we've been able to have
as we've walked through this, so.
(Christina) And Mary,
we have 90 minutes so--
(Mary) Oh, we do?
Excellent.
(Christina) Yeah, so if anyone has
any comments, questions,
or if there are other things that you wanted to talk about, Mary?
(Mary) I don't think so.
I don't have anything right now.
(Christina) So if anyone has questions
or comments, you can type them into the chat box
or you can unmute yourself by pressing star 6.
Okay, well, everyone, thank you so much for joining,
and I appreciate all of our contributors today,
Pat, Rachel, and Mary.
And please don't forget to fill out the feedback form.
As soon as the iLinc closes, it should pop up on your screen.
If you have any questions or want additional information,
feel free to contact any of our presenters
or ask your Technical Assistance Specialist
that you're assigned to, to connect you with someone
or to provide you with some additional resources.
So, that's all I have.
Thank you very much, everyone.
(Pat) Thank you, bye.
(Joanne) Bye.
-------------------------------------------
Youth and Young Adult Peer Support: A Model for Youth Violence Prevention & Promoting Wellness - Duration: 51:23.
(Joanne Oshel) Hello, everyone,
and welcome to today's
Now Is The Time TA Center webinar entitled
"Youth and Young Adult Peer Support:
"A Model for Youth Violence Prevention
& Promoting Wellness."
I'm Joanne Oshel.
I am with the Center for Applied Research Solutions
and I will be your Webinar Manager for today.
And I will pass it on to Christina
to get our webinar started.
(Christina Borbely) Thank you, Joanne.
Welcome, everybody.
My name is Dr. Christina Borbely and I'm the Project Director
for the Now Is The Time Technical Assistance Center
and I want to thank all of you for participating
in our session today.
I'm really excited to be able to welcome two amazing guests
to talk to us about peer support systems and I'm really happy
to see we have quite a diversity of folks who have joined today.
As Joanne was mentioning, Joanne Oshel was mentioning,
not only is this the first Adobe Connect webinar session
for our Now Is The Time TA Center
but it's also another first for our group.
The Now Is The Time TA Center is a constellation
of grantee cohorts and we have just received the opportunity
from SAMHSA,
the Substance Abuse and Mental Health Services Administration,
to broaden our scope of audience and so we wanted
to kind of welcome a bigger family to the table today.
So just as a quick overview for all of you who are joining,
the Now Is The Time Initiative includes Healthy Transitions,
Project AWARE, and ReCAST Initiatives,
all with the focus on making schools safer,
increasing access to mental health services,
and promoting resilience and equity in communities.
So I'm gonna go ahead and move us forward
and introduce the team today.
I already mentioned who I am.
We're also joined by JoAnn Sartorius
and also Dash Hillgartner.
I'll be doing individual introductions to each one
of them during their portions of the agenda but before we get
to that I wanted to just cover some of the basics.
So the objective for today's call are outlined here.
And as I'm going through them, what I'm hoping that folks
could enter into the chat box is what objective you have
for participating today.
So what was it about the session title or description that
interested you and what are you hoping to learn today?
So if you could just write that in the Q&A box.
What we have planned to cover is basically an overview
of the peer support model and how that can contribute
to sustaining AWARE efforts as well as some of your
other program projects.
We're gonna learn about the Natural Helper's model
for achieving violence prevention outcomes,
including bullying prevention and suicide prevention.
And we're gonna gain perspective on how to select, implement,
and sustain a Natural Helpers or other peer support model
based on some real-world case examples.
So that's what we're intending to cover today.
Hopefully that aligns with what you're hoping to get out
of the conversation.
If you have other specific objectives for your time today,
it would be really helpful for you to put them in the Q&A box
so that we can make sure that we're covering the points that
are relevant to your objectives as we go through
the material today.
So let's take a look at how we're gonna share
the information.
I am hoping to make it somewhat of a discussion.
So we'll start with just looking at the Project AWARE priorities
for the year and I am aware that we have a broader audience
than just our AWARE Grantees on the line.
So as we go through those we'll also be able to identify
some of your priorities based on the projects
that you're implementing.
We're gonna start with a general overview
of what is peer-to-peer support as a best practice.
Hoping to hear from you all in terms of some
of the peer-to-peer models that you might be using
in your communities.
We're gonna get an introduction so, again, this is intended
as an introduction level,
a basic overview, of the Natural Helpers model
as one example of a peer-to-peer support model.
And then we're gonna hear from Dash
who is a grantee at
the Fairbanks Native Association for Healthy Transitions
and they are implementing Natural Helpers
and so we're really excited to hear about what that looks like
at the ground level.
And then we'll have time for discussion
and questions and answers for any of us who are on the call
as well as any exchange you might wanna have
from each other.
All right, so let's go ahead and jump into this.
I wanted to start with kind of the overview,
the 30,000-foot view, of where we are
in our program implementation.
So for those of you who are joining
from Project AWARE Grantee sites,
you are in your fourth year of implementation
at this point.
And that can mean almost nothing because what happens
in four years is kind of dynamic and there's different paces
and different changes and different evolutions
of our program and service mix over time.
And so, while we certainly have had some time to begin to build
our infrastructure for student mental health in schools
and in communities, we know that we're at all different phases
of implementation and we're still considering kind of what
is our program mix and also identifying what could be
sustainable elements of the work beyond the scope of the grant.
So within the Project AWARE Initiative
we're really thinking a lot about sustainability.
Wherever we are in the phases of implementation science,
whether or not we're using tiered systems of support,
and any opportunities we have through partnership,
to link our outcomes across parallel initiatives,
I wanna just emphasize that when we think about
a peer-to-peer model, we really have an opportunity regardless
of how advanced we are in that or whether it's something
we're considering for the very first time,
we have an opportunity through this webinar to get
a sense of where it can fit into our scope and how it can extend
beyond the scope of whether it's AWARE funding
or any other state or federal funding.
The other thing I wanted to make sure
that we acknowledged is that through
the Now Is The Time Initiative, we are all tasked
with leveraging youth and young adults
through our existing infrastructures,
as well as building that engagement.
So the initial intent that SAMHSA brought to the initiative
was around making sure that there was youth and young adult
voice in all aspects of our planning, our implementation,
and our monitoring and evaluation.
And so for, you know, depending on where you are
in your program, this has come to fruition in different forms
and is in different stages but when we think about approaching
that with integrity, the peer-to-peer model
is a really wonderful facet for including
youth-driven approaches to mental health and wellness,
as well as engaging youth voice in the planning
and implementation process of it.
So I wanna pause there before we begin our overview
of youth peer support.
I'm seeing a notation from Connie in the chat box.
Thanks, Connie, for highlighting that.
There are, as I mentioned, a mix of folks
who are in the audience today.
And so we're able to bring this session forward
to the national level
through the SAMHSA Project AWARE Initiative and so,
in keeping alignment with our SAMHSA partners,
we're really happy to ground some of these concrete examples
in what's happening through
the Now Is The Time Grantee Cohort.
But as we begin to talk through some of the specifics of what is
the youth peer support model, what does Natural Helpers
look like, and what does it look like in real life,
I think that the broader audience will see
the connection points to their own programs and projects.
And so bear with me just for a minute as we kind of
go through setting the stage or putting out some of the context
for the Project AWARE piece.
I promise it has broader applicability
as we move into the next batch of slides.
All right, so I wanted to just again kind of build these
connection points to where you are in whatever phase
of implementation of your projects and whatever stage
you're in in terms of youth and young adult engagement in them.
When we start talking about the youth peer support model
you can see that this really ties directly to these projects
--but I also wanna take it up a level and note that
what we're thinking about this month in particular
because it's bullying prevention month
and then more broadly, I think, as a priority
in the work that we're doing, is violence prevention
as a priority.
And thinking about violence prevention
whether it's from bullying prevention perspective,
suicide prevention perspective,
school violence prevention perspective.
I really wanna hold all of those priorities as kind of the lens
that we're looking through as we consider
peer-to-peer support models and think about what
Natural Helpers could bring to our communities.
So I'm not familiar with a number of you
and would be very curious to know if any of you
are actually doing peer-to-peer support models
or peer helper models.
So if you could just use the chat box to indicate
whether your community or the project that you work
with has a peer support model or a peer-to-peer strategy
in place, I think that would help give everybody a good sense
of who's on the line and where they are
in terms of their experience with peer helper models.
So if you're doing any peer-to-peer supports if you
could just go ahead and enter that in the chat box with a yes
and then anything you wanna let us know about how you define
peer-to-peer support.
Our understanding, just kind of at the most general level,
is that peer support is based on a mutual connection,
a reciprocal connection, between two people who can base
their rapport on shared experiences.
We also wanna think about youth peer support providers
who use personal experience along with skills learned
through formal trainings, structured trainings,
that are designed to help them promote other youths' coping,
resiliency, and connection points to supports and services.
Again, really broad scope definition of youth peer support
and, as I move forward through these next slides,
looking at the overview piece, I just wanted to highlight for you
that a number of these concepts are being defined by our partner
Youth MOVE National and we'll talk a little bit more
a little bit later on in the session.
So before we go into the Natural Helpers model
I did just wanna walk through again
the concept of peer-to-peer support.
When we think about the value of it, the value of using this
model of connecting young people to wellness supports,
potentially increasing access to services for young people,
the peer-to-peer model is a good fit because it meets
the developmental needs of youth and young adults
and young adults of transition age.
One of the things that we often encounter in the field are
services or systems that are not appealing, not attractive,
do not feel engaging or accessible,
to youth and young adults.
So when we think about this from a cultural competency
perspective, we really wanna make sure that we're using
developmentally appropriate settings for outreach
and engagement of young people.
The peer-to-peer model also is associated with increased
satisfaction in services with youth who receive peer support
and it's also when we're thinking about kind of
workforce considerations, the peer-to-peer model,
when done with fidelity, is an appropriate approach
to navigating the gaps and shortages
in behavioral health workforce.
So for communities where there are challenges around workforce
in terms of access to supports and services or providers
of supports and services, integrating a peer-to-peer model
can be a really effective way to fill some of those gaps.
All right, so I'm gonna go ahead and cover two more pieces
about the concept of peer-to-peer support.
First, I wanted to just do a general overview of what
youth peer support roles include.
So when we think about who are the young people who are serving
as supports, those are individuals again
who have received some sort of structure and training.
They assist their peers in identifying or increasing
their awareness for a need for support.
They can help their peers connect
to supports and service systems.
In addition, they serve as peer role models.
They can role model self-advocacy, leadership,
and in some cases we have our youth peer supports,
depending on their age and their training,
participate in their peers' treatment and service meetings.
And so there are a number of different roles or ways
that peer support can look.
But again, for the purposes of this session, we wanna make sure
that we're thinking about it in terms
of a structured relationship, okay?
So the next slide, I'm gonna warn you all right now,
has a lot of text on it.
Don't worry, we're gonna walk through it.
I just wanted to kind of provide the overview of the concept.
That these types of helping relationships
happen on a spectrum.
They're not just one thing.
And so when you're thinking about designing
a peer-to-peer model,
thinking thoroughly through what it is you intend to build,
what types of roles are you intending for youth
in supporting other youth or young adults
supporting other young adults.
Being intentional about that can really be a key contributor
to the success of your model, okay?
And so as I mentioned a number of these
kind of overarching concepts that I'm introducing
come from our partners at Youth MOVE National
and some of you may have Youth MOVE chapters
in your state and you can see that they fall
in the bottom right side of the spectrum here
in terms of reciprocity and in terms of the structure
of peer supporters and their role in connecting
to other young people.
And so when you're thinking about the work that's happening
in your communities and you're thinking about
the Natural Helpers model that we're gonna discuss right now,
thinking about it on a continuum of helping relationships
and making sure that you're using the right strategy
for your intended infrastructure and your intended outcomes
is gonna make sure that you get where you wanna go
in terms of connecting young people
to positive peer role models,
to supports and services,
and to increase awareness about mental health
and wellness and supports that can contribute to those.
All right, so I wanna go ahead
and dig into some more specifics.
So that was our general overview of what we're talking about
when we're thinking about peer helpers,
peer-to-peer support, or youth peer supporters.
As a means of offering a very concrete example
among many different programs, one that we wanna highlight
today is the Natural Helpers model.
And again, I wanted to just highlight that we are bringing
the lens of violence prevention to consider
the Natural Helpers model and so JoAnn Sartorius
is gonna talk to us more about what this program looks like
and then we'll have Dash talk us through what
the early stages of implementation
have been like for the Fairbanks Native Association, okay?
So JoAnn is a consultant, a trainer,
and a program manager.
She brings decades of experience to youth suicide prevention,
implementation and evaluation of peer-to-peer helping programs,
and postvention crisis response in schools.
She works with the New Mexico Department of Health
as well as in various city, county, school district,
and tribal entities throughout New Mexico and the southwest.
She's based in Santa Fe, New Mexico.
JoAnn has been helping grow peer-to-peer programs
all over the country and around the world.
And so I'm gonna hand it off to JoAnn and let you know again,
just setting expectations here, we did ask JoAnn to join us
and give us kind of the intro level overview
of Natural Helpers but if you have more interest in the model,
JoAnn can be available both through her website
that you can see in the chat box right now
and for our Now Is The Time Grantees
we're able to provide additional Technical Assistance
through JoAnn if you have interest
in learning more about it.
So, JoAnn, I'm gonna hand it off to you to move us through
the next batch of slides about Natural Helpers.
(JoAnn Sartorius) All right, thank you.
Hello, everyone.
I'm here in Santa Fe, New Mexico,
and thank you for being on the call.
I'm gonna try to do a whole lot in a short amount of time.
First thing I wanna say is that Natural Helpers is
a particular curriculum to train peer helpers.
And there are many curriculums out there
but peer-to-peer helping is the concept.
So I'll be using the terms Natural Helpers and peer helping
interchangeably as we speak today.
So the agenda.
We'll look at how we get ready for
a peer-to-peer helping program.
I'll give you an overview of what the program looks like
and then look a little more closely at a few components
of the program.
So what is it we do?
We identify youth who are naturally helpers, give them
training and support for what they're already doing which is
watching out for their peers.
And one of the best things about doing
a peer-to-peer helping program is that it is really very easy
to adapt it to fit your situation.
For instance, around budget.
It's lovely when you have a budget and dozens of our
programs are funded by our Department of Health
with recurring state legislature funds and with SAMHSA money
which has been supporting Natural Helpers
here in New Mexico since 2005.
But the demand is greater than the funds available.
So I have many schools that do it with no budget
or with small amounts of local funds.
And New Mexico has a very high suicide rate
and preventing suicide is a great motivator for our
schools to start this program so they do whatever it takes
to make it happen.
Age is also an adaptable component.
We have programs from fifth graders
through college age.
And our fifth grade programs are very strong.
And it's fabulous when you have peer helper programs
in the middle school and high schools
so those Natural Helpers can move up to those groups.
Location is also flexible.
We have successful programs mostly at schools but we also
have them in community centers, Boys and Girls Clubs
who run them after school.
We have programs in small schools, in large schools,
in our frontier towns and in our urban areas.
The vast majority of our programs run on
suicide prevention money but there are some that have
drug and alcohol prevention funds,
bullying prevention funds.
I know one that runs on drop-out prevention funds.
And the program is easily adapted to satisfy
different funders and still be true to
the peer-to-peer helping model.
They are all suicide prevention programs 'cause we know that
drop-out prevention, teen pregnancy prevention,
alcohol abuse or anything that's good for our youth
is suicide prevention.
New Mexico is very culturally diverse and cultural adaptations
are needed for every program whether we're in
a Native American community, a Hispanic community,
a mixed community.
I also do a program for the Gay-Straight Alliance
where we bring lesbian, gay, bisexual, transgender, queer,
and questioning youth and their allies together
from many schools to train them as peer helpers.
So all sites require cultural adaptation.
And since programs are strongly youth-led and youth choose their
adult group sponsors and youth are the ones interacting with
their peers, cultural and developmental appropriateness
is in many ways sort of built in.
So you can see, it's really adaptable and you need to take
the basic principles of peer-to-peer helping
and build your program how it works for you.
Peer-to-peer helping can work anywhere.
It can address any concerns that affect your youth and I could
go back to that slide that Christina put up about
all the different ways peer helping can look.
So as I talk about Natural Helpers today,
I'm going to describe how it looks in general but I ask you
to be thinking about how to wrap this information in what you
already know about how things work in your situation,
your culture, your experience, your needs.
What will actually work in your setting.
If you've already got something started with your youth,
or if you're gonna start from scratch, it can work
and stay true to the peer-to-peer helping principle.
So why does it work and why should you use it?
Well, we know that youth most often are the first to know
when another young person has a problem.
And there are many studies, including the one we did in our
own middle and high school tier that showed the great majority
of youth say they go to a friend first when they have a problem.
And this number increases, by the way, as they go
from middle school to high school.
So the premise on which peer-to-peer helping is built is
sound and we've got 25 years of qualitative and quantitative
data from New Mexican youth, the adults who have worked
with them, the parents of peer helpers,
and school administrators, that say that peer-to-peer helping
is worth the investment.
There is lots of evidence that peer-to-peer helping
is effective and there's a literature review from 2007
that says extensive research in the last two decades definitely
shows beyond question that peer programs can have a significant
effect on attitudes, on norms, on knowledge and behaviors
and improve health and achievement outcomes.
So what are those outcomes?
I'm drawing on 25 years of programs here in New Mexico
and we look at them at two levels.
They're outcomes for the participants,
the peer helpers themselves, and for those they help.
So this is what we see for the peer helpers themselves.
They gain connection to peers, connection to caring adults,
and a greater connection with school and their community.
And we all know that that feeling of connection is
at the top of the list when you wanna take suicide,
drug and alcohol use and other risk behaviors
off the list of options.
So connections pump up resiliency.
And peer helpers say that helping others helps them.
They feel like life has a purpose and they love handling
a group of trusted friends with a common purpose.
They gain confidence and leadership skills.
They feel valued by peers, by adults, by the community.
And this is important.
They say that the role of peer helper is a bridge
that helps them from youth to adulthood.
They learn social and interpersonal skills
that serve them well during and well after their experience.
They learn to self-advocate and ask for help.
And what do they do for those that reach?
Well, they train helpers become your eyes and ears
in every corner of your school.
It's like an instant boost
to your behavioral health workforce.
They reach out to youth one-on-one and they work
as a group through service projects.
They create a more positive school climate.
They create a more accepting, more caring,
more helping school community.
I hear that a lot from teachers and principals.
They model self-advocacy.
Their service projects work to reduce stigma and encourage
help-seeking and we know that reduces suicide.
We know they boost help-seeking for many sources.
We--they include that in feedback
when they give their reports
that they get friends to their helping resources,
we know it from reports from the group sponsors
when Natural Helpers bring friends to them for help.
And we know it from the statistics
from our school-based health centers who keep track
of where their referrals come from.
So peer helpers are funnels to peer supports
and adult and professional helping resources.
And they often eliminate the barriers to help.
Through their training, they're familiar with the resources,
they know the people at the Teen Health Center
or they know the school nurse or the counselor
at the Community Health Center and they often go with youth
to get help and resources.
So they are conduits to your services and, yes, we also have
many, many instances where peer helpers have saved lives.
So when empowered, youth--clearly can make
a difference and you get a lot back from your investment
in this approach.
So how does it work?
Well, we continually support youth after we train them.
This is not a one-shot deal kind of thing.
This is a year-long program and they have three missions.
They work one-on-one.
They work together on their service projects
and they practice self-care.
I do wanna give you an example of the service projects.
For top priorities, when I see youth who chose their battles,
they often choose bullying and cyber-bullying.
Suicide prevention, teen dating violence,
and healthy relationships are at the top of the list.
And DWI, driving while intoxicated,
is a big issue here.
And I'll give you example from our programs in Santa Fe
of how far reaching your peer helpers can be.
In schools they do DWI prevention campaigns
around prom and homecoming events.
They visit their community alcohol outlets
and put up information about the penalties
for buying alcohol for underage youth.
They've done more than one presentation
to the city council about alcohol,
the latest about alcohol density around their schools,
and every year they visit the state legislature and
personally lobby the legislators for stronger DWI laws.
You can't get that same kind of power from a group of adults.
When youth stand and speak their truth to power
it gets a lot of attention.
So that is a lot in a little bit of time
but there is more to say.
I wanna say just quickly about the sort of
start-up checklist here.
They're all intertwined.
Over the years, I've just learned that you need to have
some things under your belt before you launch programs:
buy-in from the top, superintendent, principal,
whoever is gonna pave your way, other stakeholders,
your school staff, anybody who's gonna support
and make this easier and more successful.
And promotion and public relations are part of
a successful program and youth do this really well.
I won't talk long about evaluation.
I know you think it's--I know you know that it's vital.
And knowing what it is you wanna accomplish with your program,
know that first and have your targets in mind
before you start.
And I said this before: take the basic concepts of peer helping
and whatever curriculum you might have or buy
and there are many, take those ingredients and make a recipe
that works in your setting.
You know your youth, you know your community.
Set up your program that fits your situation and needs.
And sit down with your team and look at your
available resources, whether they're financial, human,
community resources, and look to what your challenge is
and look for solutions.
And I know Dash is gonna talk more
about overcoming challenges.
So just a quick overview with a few details
about selection and training.
First, find your program's participants and adults
and youth sponsors are selected by the youth
in a school-wide anonymous survey.
The two most important questions on the survey are:
"Who do you think of that's honest, caring, and trustworthy
that you could go to with a problem among your peers?"
And then, "Who do you think of as honest, caring,
"and trustworthy that you could go to with a problem
among the adults at your school?"
And with the nominees from that survey, you'll invite youth
that cover all the subgroups of your school so your group
will not be a group of friends when they start.
Now, this may not be the case for you.
You may already have a group.
And I work with over a dozen programs
that have self-selected groups and we could talk about that
a long time.
There are differences.
But the bottom line is they both work.
You train your youth in an overnight,
away-from-school, camp-type venue.
You bond and team-build with that diverse group.
You bond youth to youth and youth to adult.
You give them knowledge pieces around suicide prevention,
bullying, whatever the issues are that are most important.
And then you give them the helping skills.
And I've got a whole list of helping skills
that you can find on my website.
And all this happens at the two- or three-day training retreat.
It's a place for deep authentic dialog and sharing.
It's a safe container where youth set up the expectations
for their time together and it's a really incredible
powerful experience that you will love.
After the retreat, there are regular and weekly meetings.
There's regular support.
There's continued bonding and knowledge and skill building
and they'll be helping one-on-one as they service
projects the whole time.
A booster day mid-year is great.
We talk about what they've done, what worked,
what they need to do second semester.
We have more pizza, more bonding, more training,
and re-energizing the group.
And then at the end you honor their service.
You celebrate and evaluate and share your success.
And I'm trying to go really fast here,
'cause I wanna hear from Dash.
I wanna hear about his program.
Your adult sponsors will make or break a program.
This is wisdom that comes from a lot of experience.
Let your survey guide you to find adults who are passionate
about the whole idea, who will really connect with youth
and who will let the youth lead as they provide structure
and support.
Note, we don't call them adult leaders.
The youth are leading and you want your sponsors to be excited
about next year, not exhausted, so make sure someone is
supporting your adult sponsors and honoring them
at the end of the year as well.
More wisdom.
When your youth choose their Natural Helpers
it's the beginning of their leadership voice
in this program.
The survey ensures a diverse group,
whether it's athletic stars or gang members,
they all get to nominate their own helpers.
Be careful, and this is a whole 'nother section
we could talk about.
Be careful in putting your group together.
Make sure that the youth who participate
can take on the Helper role.
This is not a support group.
They are making commitment to do serious work and that commitment
is over the long haul, not just a fun retreat
and the activities.
It's both work and fun, and it's gotta have fun and the food
and the social element, and they have to be doing meaningful
and valued work.
The absolute strongest programs are the most active
and youth-driven.
So the last thing I wanna just reiterate here is peer helpers
make a really positive impact in your community
long after they leave the program.
I have a former Natural Helper who's a nurse in ER here
who uses, she says, the skills every day at work.
The service manager at the car dealer I bought my car at
says he has what he's learned in Natural Helpers helps him
succeed in life and he still uses the communication skills
he learned at home with his kids and at work.
There are former Natural Helpers who are teachers and counselors
here who now run their own programs at their own schools.
In fact, I'd say half of the folks who get in touch with me
via my website are teachers and counselors who say,
"I was a Natural Helper and our school needs this."
So peer helping is a really powerful tool and I hope I've
given you just a bit of a vision of how it can work for you.
And I'm anxious to hear how it works in Alaska
with Dash and his group.
(Christina) Thanks, JoAnn.
I wanted to go ahead and hand it over to Dash.
Dash, I believe that you're gonna introduce yourself
to the group.
Is that right?
(Dash Hillgartner) That is correct.
(Christina) Great, well, there you go.
(Dash) All right,
good morning, everybody.
As Christina just said, my name's Dash Hillgartner
and I am a Project Director up here in Fairbanks with
the Fairbanks Native Association
in our Department of Youth and Young Adult Services.
Our department is funded through Healthy Transitions and serves
as a support for Alaska Native youth and young adults
transitioning into adulthood who have or are at risk
for behavioral health problems.
So we're entering our fourth year and have to date
hosted two iterations of suicide prevention workshops,
using aspects of the Natural Helpers curriculum.
Now that our department has established itself
in the community and has created a network of stakeholders,
we're implementing our first complete
Natural Helpers program which started this September.
So before we begin, I'd like to give you a brief background
on why we chose MASPP and Natural Helpers
for our community.
Fairbanks community has a high rate of serious mental illness
and substance use disorder as does Alaska as a whole.
Studies between 2000 and 2008 indicated
that about 4% of community deaths were to suicides
and specifically within Alaska Natives 15% to 25%,
our target population.
Females are at a rate of 50 per 100,000
and males 142 per 100,000.
Additionally, a Youth Risk Behavioral Survey
between 2011 and '13 indicated that our youth
in the school district had a significantly high rate
of suicide contemplation, planning, and attempts.
So based on this data, we knew that there was an urgent need
for our evidence--an evidence-based practice that
focused on suicide prevention, specifically in youth
and young adults, which is why we chose MASPP.
In order to start the Natural Helpers program,
though, and confirm that it was an appropriate program
for our community students, we administered
the Natural Helpers survey in two schools in our district.
The survey, as JoAnn spoke about, participants identified
their preferred helping resource,
the major issues for them and their peers,
and then at the end nominated two peers
that they felt comfortable talking to and whom they felt
were good listeners, as well as the adult sponsors.
Based on these results, we elected to implement the program
at one school.
This particular school is a small charter school
with a high percent of Alaska Native students
and a school with which we're familiar with the staff
and who we've worked with on other projects.
So once we had received the survey results,
we chose to contact students that had been nominated
three or four times and sent them invitation packets
describing the program and, if they were interested,
it was up to them to contact us.
And from there we arranged to meet with them
and their guardians, where we pitched the program
and in most cases enrolled them.
So here's a snippet of our survey results that demonstrate
the need for an organized peer-to-peer counseling program.
As you can see, we surveyed about 90 students
between two schools.
Sixty of these students were at the school
that we're implementing the program at.
And as you can see, 70% of the students identified
a friend as their primary helping resource
which confirmed that this was the program that we would
implement and that there was a need for it.
So here's how and this is kind of what we hoped the timeline
for our program could be.
We've been adjusting it as we go but we started back in September
with the initial three-day training and retreat
and have since been meeting once a month as a group.
In these monthly meetings, we compare and reflect on
the experience, review certain skills learned at the training,
and go over data that we've collected.
Additionally, each Natural Helper
has been partnered with a staff member
that checks in with them weekly to discuss any urgent matters
and really it's just a way to foster that relationship
between our staff and the Natural Helpers.
This November we're gonna be gathering for a weekend workshop
where we'll build off the skills that we've learned
with a follow-up training that will involve
the helping resources that our Natural Helpers
have been introduced at their school and the community,
as well as the adult sponsors.
In February the Natural Helpers will have an outreach event,
mostly with the goal of spreading awareness
of the program to other schools and then the program
will come to a close in June with a prevention camp
similar to the ones that we had hosted
in the past years and this one will specifically be
for middle school aged students at the schools that
the high schoolers are being trained as Natural Helpers.
And the Natural Helpers will facilitate this.
So based on our organization's experience so far, there are
a few implementation considerations
I'd like to talk about that have worked for us.
I'd first like to touch back on the survey process,
specifically the peer nomination approach.
There have been other peer-to-peer mentoring programs
implemented in our service area in the past but in most cases
they used an application process which I believe really appeals
to a certain type of student.
I think that allowing peers to nominate Natural Helpers
participants is a critical part to the program's
success and reach.
Our members represent many parts of the community
and have a diverse background of lived experience that
contributes to a balanced and accurate interpretation
and perspective of the life of youth and young adults
in Fairbanks.
So the use of technology has been central
to our implementation process, specifically iPads.
Each of our participants received an iPad
at the beginning of the program and, upon completing
the program, will get to keep it as their own.
These devices are youth-friendly and were and are still used
as an incentive to participate and complete the program.
As I said, we meet and check in with them weekly, often daily,
and the iPads have turned out to be the main communication tool
as the messenger app is familiar to them.
Also a lot of our youth don't have cell phones
and don't regularly check their emails.
Additionally, we use iTunes University,
an app on the iPad,
to create different courses for the Natural Helpers.
Here, they can refer back to the curriculum that they've gone
over as well as we distribute additional resources
and surveys, reflection prompts for journaling, and so on.
It's also where we have our Helpers Log.
So our Helpers Log is a brief survey that allows
the Natural Helpers to quickly document their activities,
like referrals, meetings with other Natural Helpers
and helping resources
and the issues they discuss with their peers.
It also allows them to reflect on the experience and provide us
with feedback and questions related to their experiences
and encounters.
The Helpers Log enables us to identify the frequency
of the encounters, the issues discussed,
and the rate of referrals.
This data is reviewed with the Natural Helpers and informs
the continuous quality improvement of the program.
The pie chart up here on the right is a glimpse
of the data we've collected so far.
As we're only two months in to the program it's what
I would expect their logged time primarily to be.
In the blue it's mostly contact with our staff for additional
training and meetings, and then all the other activities
are pretty evenly spread.
In many cases, the Natural Helpers program
is only intended to be implemented at one school.
From what I've read and different individuals
I spoke with, from their experiences, and in our case
the service area is rather large.
So our long-term goal is to eventually have Natural Helpers
programs running all throughout the district.
By implementing the program at one school we'll be able
to efficiently track and measure the impact while establishing
a well-rounded program that has the buy-in of students,
families, and staff.
The benefit so far has been what we anticipated such as using
the school as a common place to meet, utilizing breaks or
student development days for training and that the students
are familiar with each other.
And this segues into why we chose to ease
into the Natural Helpers role which is another recommendation
I have.
From what I read, different individuals I spoke with,
the Natural Helpers were often announced to the public
or to the school following their first training.
We chose to delay this in order to continue and reinforce
the training as well as have more time to build
a cohesive group that can recognize each other
as helping resources, and at the very least refer
each other to each other, and use each other
as that group fallback.
So some challenges we've experienced
and solutions we've created.
Our first, that the program is voluntary, at least in our case.
We initially had a large group committed but as the training
neared, nominees began to back out.
In our invitation packets we had put an emphasis
on the perks and benefits
but found that the iPad incentive was the extra boost
some of the participants needed to get them to the training.
Buy-in and confidence was and I imagine
will continue to be a challenge.
Again, our participants didn't originally choose this program
as something they thought they could do.
Their peers chose them so some of the participants had doubts
that they have the attributes or exemplify a Natural Helper.
This contributed to us deciding to take a gradual approach, so
as well our Natural Helpers go through continuous training
and review if this has helped.
Our Helpers Log has also allowed us to print off
and demonstrate to them their impact so far.
Lastly, our participation was and most likely will continue
to be a challenge.
School, family, friends, extra-curricular activities,
it makes it hard for the Natural Helpers to put this
voluntary program as a high priority on their list,
at least so far.
So our continuous contact has combated this as our staff
have become close with the helpers.
They're beginning to drop by our center for things unrelated to
the Natural Helpers program, just to come, hang out,
and be with our staff.
And additionally, we're planning more and more group
and team building activities as they have begun to appear
more as friends, often carpooling together coming here.
When we see them at school, they're starting to hang out
in groups together and it's really great to see.
So again, we're only in the initial phases of implementation
but I'm confident we'll begin to see measurable results
as students from the schools are connected with the services
that our organization and our peer agencies
provide in the community.
Thank you.
(Christina) Thank you so much, Dash.
I really appreciate that and I think everybody else
really benefit from what it looks like
in the kind of launching stage of implementation
and so I really just wanted to acknowledge that,
you know, the timing and phase
of Natural Helpers implementation can take,
you know, with intentionality, can take some time
but I appreciate Dash being willing to kind of share
where he is with the project and the learnings to date
and the anticipation of kind of what's gonna happen next.
So thank you both, Dash and JoAnn.
I wanna go ahead and open it up
to the audience for Q&A.
So folks can feel free to enter questions into--or comments into
the Q&A box, into the chat box,
or if you wanna verbally ask
your question we do have about five minutes left
or so, to take advantage of this.
We can also feel free to take advantage of the opportunity
of all being here together with this shared interest
and ask questions of each other.
(JoAnn) So, Dash, I'd like to say
something to you.
The idea you have of meeting monthly and then having youth
check in weekly, that's just one of those adaptations you do
to make it work for you 'cause you're saying kids
have real problems with all the things that they're juggling
to make a commitment to getting together weekly.
And, you know,
whatever works is what it takes.
And I find that after your program gets going and people
and other youth see that they're doing fun things, they go to
a ropes course, they go to an overnight retreat,
they have new friends, they do visible cool things on campus,
then you have gained this reputation as a great group
and then people know what it is
and you'd have a lot easier time getting kids to buy in to this.
(Christina) And I just want to acknowledge
that Michael Haskins has asked a question.
So I think that Michael's asking for an example
of a troubled youth in need of assistance
and a peer being contacted and helping.
So again, just, you know, drilling down to
an individual interaction and what that might look like.
So, Dash, I don't know if you have any concrete examples
from the early phases of your implementation.
If not, I bet JoAnn probably has a number of examples
that she could share.
(Dash) Well, right now, the youth
that have been contacting our Natural Helpers
have been within their circle of friends,
mostly, from the feedback we've got from them.
So I think a lot of it has been situations that they
were prepared to handle and were already a little familiar with.
The training, though, where it came in for them was these--
a lot of these conversations or these encounters they're having
with their peers, they've had before and they can now properly
refer them to certain helping resources at the school
and they know that there is a need.
(JoAnn) I do have some examples
if you'd like to hear them.
(Christina) Yeah, please.
(JoAnn) Yeah, there are lots of ways
this works.
And you do promotion so everybody in the school knows
who your Natural Helpers are.
A lot of people put up pictures and a bulletin board so people
know what it is and who the Natural Helpers are
so they can seek them out.
I have schools that will set up a sort of counseling--
peer counseling center.
Got one in Albuquerque that calls themselves The Coyote Den
and they have peer helpers staffing that certain times
of every day and other youth can just drop in.
Other schools, we have a small community that has a K-12
and all of the teachers know who the Natural Helpers are
so one example is an elementary school teacher
knew her third-grader was really upset about something
that happened at home.
She called a Natural Helper from the upper grades and said,
"Could you please come down here and, I don't know,
take this kid out for a while?"
And they go out and they play on the swings and they talk
and they, you know, that is a specific teacher making
that connection between a kid in need and a Natural Helper.
So there's lots of ways they get connected so they help others.
But a lot of it is friends helping friends.
They know their friends so they know when things are going on
and they can reach out to them when they need help.
(Christina) Thanks, JoAnn.
We do have a couple minutes left and, Dash, I was wondering
if you could talk a little bit about, you know, based on
the diagram that you showed of the pie chart,
one of the areas I was curious there was the referrals
or the connection points that Natural Helpers were making
to connect their peers to supports or services.
And I was wondering if you could talk a little bit about what
options you have in place for your Natural Helpers so,
in your particular context, what are the Natural Helpers
trained in in terms of who they can refer their peers
to for additional supports or services.
(Dash) Yeah, of course.
So again, why we chose this specific school was that we had
a presence already there.
We have a case manager that is connected with our department
that has an office and is there about half the week, as well as
we've worked with the counselors there and the principal is
one of our adult sponsors and he's been a driving force
in getting this program going.
So at the retreat we went to Natural Helpers.
We had in mind different helping resources that we had come in
ahead of time but with them we mapped out what
a helping resource could be so that even included,
you know, the staff that were at the training.
So from that, we were able to identify each
of the helping resource and maybe say, "Okay, for this one,
"if it's a friend that is-- the issue is in this area,
it might be more appropriate to refer them to here."
But right now really it's just because the staff at the school
and it's such a small school, it really comes down to the peer
that they're referring, which one they're most comfortable
with and already maybe have a existing relationship with.
And we realize that that always isn't gonna be the case
so in this additional training that we're doing,
we're involving more of the helping resources
in our outreach event and hopefully more events
that we're able to have the Natural Helpers
facilitate will include these helping resources so that it
can engage the student body with these resources to kind of
foster that relationship and support in the system.
(Christina) Thanks, Dash, I appreciate that.
So we are at time.
I wanna say a big thank you to both of you, JoAnn and Dash,
for spending time with us today.
It's been really helpful to kind of get the lay of the land
and you may have very well piqued the interest of folks
who joined us today.
So if there's additional information that you would like
about the peer-to-peer model, about Natural Helpers,
or specifically what's happening with Natural Helpers
at Fairbanks Native Association, please do contact us
through the TA Center.
Again, I wanna thank each of you for your time
and your commitment to support to the health and safety
and emotional wellbeing of our young people
in our schools and our community.
And I encourage you to use the feedback tool
that will pop up after we close out from this session.
Again, having your input and your recommendations
makes sure that we can continue to refine this process
and meet your needs.
So again, thanks everybody
and I wish you a good rest of your day.
-------------------------------------------
Best of Just For Laughs Gags 2018 | Funny Pranks Videos #2 - Duration: 4:15.
Thanks for watching
Hope you have a great time
Please, like, comment and subscribe for more!!
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The business leaders of the future: how to train Millennials for leadership - Duration: 6:21.
Hi, thanks for joining me today today. We're gonna be talking about the business leaders of the future
You know the Millennials so with that being said we need to provide the right kind of leadership training for the Millennials
So that we can empower them to take ownership in our organizations in the near future
Because you have to remember about the year 2020 over half of the work population. That's 50 percent
Are going to be the Millennials and in case you didn't know the Millennials are individuals born between the the mid 80s and the early
2000s so it's imperative that we get them groomed and trained for leadership and success
Look even though they share our own universal desires like the desire to be happy the desire to feel empowered
Or the desire to be engaged at work. They also challenge the traditional management as well for instance
They want flexibility, and lots of it they learn and process information differently
than the Gen Xers and the baby boomers and then another thing is the source of motivation may be different so
Again, how do we prepare them for leadership in our organization in years to come?
The first thing we have to learn and understand is we have to create training programs that cater to
particular needs and skillsets that they can bring into our organization
So here's some things that I want to
mention to you that will help you start thinking about Millennials that may be in your organization that
May want to start moving up in the leadership roles or maybe you see one that may be a good candidate for..
Leadership position these are some things that we might want to look at the first thing
We'll understand rather the first thing is that Millennials approach business leadership differently now you have to understand that
Millennials are the first generation to live in a world
Surrounded by computers and technology so they're constantly bombarded by information and tons of it on a daily basis
Look baby boomers and Gen Xers
We're used to learning by extended periods of study right?? well the Millennials they and gather information in
Microbursts, that's the difference and then also to attribute to that mobile devices allow for immediate access to unlimited
information
so with this in mind Millennials excel in discrete projects
Where they can get them done very quickly.....
however
Long-term projects kind of push them out of their comfort zone so knowing this
Millennials need to be trained in two things
Patience and persistence in order to succeed at the next level because we all know in leadership
there's some times where projects may take longer than expected and also to form partnerships with other third party
companies or vendors or clients those those relationships
May take time and so these are some of the things that if the Millennial doesn't have under their belt
Then we need to coach and groom them to understand the importance of patience and persistence
Another thing we want to look at is bridging the Millennial gap between information and communication
Millennials are very skilled at accessing information, however they're less accustomed to
sharing and disseminating that information
On a professional level or in a professional setting so in order birkut or in order to become effective leaders
They need to be trained in critical communication skill sets more importantly how to clearly define and communicate
Company goals in addition to that they also need to learn how to filter
useful information from irrelevant
Discrepancy or distractions excuse me distractions, so that's something else we need to look at with the Millennials, and then one other thing is
foster valuable social skills through leadership training look
Because Millennials have learned to do practically everything via computer or technology they tend to be
isolationist meaning they're more comfortable sitting at their desk singing sending an email or an instant message as opposed to getting up and
conversing with someone and getting information that way, so
When they get to the point where they want to move into positions of leadership or supervisory roles or things of that nature?
They will definitely they will definitely need training
interpersonal communication they need to understand the importance of teamwork collaboration
face-to-face communication with clients and customers body language things of that nature
But we need to be able to help them foster these skills by assigning
Group projects and and and maybe doing some role-playing exercises these things will help encourage proper business etiquette
Which is what they will need if they don't have it some may be more advanced than others
But if not these are the things that we need to look at as far as the Millennials and kind of coached them and grown
Them and get them up to speed
with these things so that they will be ready and
Able to take on the leadership positions in our organizations and lead our organizations into a bigger and brighter future all right
Let's definitely shinai happy today. I hope this is very informative to you
I'm pretty sure you may have some Millennials in your workplace you may have a few
That may be looking at moving up in the in these leadership roles or maybe you see somebody that may be
Kind of ready, so these are things we want to look out for and start to
You know bring them in and kind of coach them on
So that they will be prepared and ready to take on when the time comes that leadership position all right
Thanks again guys for watching the video. I really appreciate you taking time
I need a to watch these videos. Please subscribe to my youtube channel like it like the videos share them
You know if you're watching this I'm willing to bet someone in your in your circle in your sphere of influence
May need this information as well. All right
Thanks again. I appreciate your time and remember
great leadership
Equals great results, how are you leaving?
You
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짝 잃은 양말 저는 이렇게 사용해요 ► Skills for Life ► https://goo.gl/3ZQLoQ - Duration: 1:06.
For more infomation >> 짝 잃은 양말 저는 이렇게 사용해요 ► Skills for Life ► https://goo.gl/3ZQLoQ - Duration: 1:06. -------------------------------------------
Polatouche Tarp (2-Person) for Backpacking | Review and Overview - Duration: 1:16.
Today we're going to be looking at the Polatouche backpacking tarp by Luxe.
Included are stakes, tarp, guy line and stuff sack. This lightweight tarp does a
great job of protecting you against all of the elements.
It can be set up using a tree or trekking poles, and has reinforced
corners.
You can also pair it with one of our teepee tents, to create a huge protected
alcove area, very comfortable. This is the ultimate setup for when you're
backpacking in the wilderness and the going gets rough.
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Cast Of NBC's "Suits" Express Excitement For Upcoming Korean Remake - Duration: 1:37.
For more infomation >> Cast Of NBC's "Suits" Express Excitement For Upcoming Korean Remake - Duration: 1:37. -------------------------------------------
How To Apply For Cash, Medical and Nutrition Benefits - Full Version - Duration: 4:30.
- [Narrator] We would like to provide some tips
on how to apply for cash, medical,
and nutrition assistance.
Before you begin your application,
it is imperative you have the following information
available for every participant who will be included
in the application.
Social security numbers and the dates of birth,
proof of U.S. citizenship or qualified non-citizenship,
all income and money received from any source
last month and this month,
the amounts of your bills and expenses,
including rent, mortgage, utility bills,
child care, and recurring medical expenses
for the most recent month.
There are several ways to complete an application:
Applying online through the Health-e-Arizona PLUS website
at www.healthearizonaplus.gov,
Calling the Health-e-Arizona PLUS Service Center
at 1-855-432-7587.
Mailing a completed application to
the Department of Economic Security
Family Assistance Administration Office
P.O. Box 19009
Phoenix, Arizona 85005.
Visiting a community assistor
who are trained community partners that help
individuals apply for benefits,
submitting an application in-person
at any local Department of Economic Security
Family Assistance Administration Office.
Here's how to complete the application online.
Once you are at the Health-e-Arizona PLUS webpage,
click on the Get Started button.
Under the Apply for Public Programs section
select the Begin Application link.
Select the programs you would like to apply for
and click the Next button to continue.
You will be given the opportunity to log in
using your existing account if you have one
or create an account.
You will need to read and accept the user agreement
to continue.
Once you have set up your account,
you will need to log in to begin the application.
Select Begin New Application.
Complete each section of the application.
It's important to note that a signature is required
for each program that you apply for.
A signature may also be provided via paper application
or electronically through HEA PLUS.
On many pages, you will find helpful hints
that will assist you in answering the questions.
In addition, you can reach out to one of our representatives
for assistance.
Just go to the Help Center and select the chat option.
You can also reach us via email or by phone
at 1-855-HEA-PLUS.
If at any point you need to stop the application process,
you can save your answers and close the application.
If you do need to exit the application,
please write down your application ID number
to avoid creating multiple applications.
If you need to submit documents,
you can do so online by selecting
Provide Verification or Other Documents.
You may also mail your documents,
send them by fax, or drop them off
at any Family Assistance Administration office.
Once you have provided all the required information
and your application has been processed successfully,
you will receive a determination letter
regarding the benefits you applied for
within the required timeframe.
You can also check the status of your application
by going to your homepage
and selecting the application number.
If you have any questions about applying
for cash, medical, or nutrition benefits,
please contact a representative for assistance
by calling 1-855-HEA-PLUS.
(upbeat music)
-------------------------------------------
40 daily hairstyles transformation - cute and easy hair tutorials for girls - Duration: 11:21.
40 hairstyles
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