IF YOU HAD ONE WISH…

IF YOU HAD ONE WISH…
IF YOU HAD ONE WISH…
CASC Conference
November 14-15, 2015
San Diego, California
Dean Lesicko
C o o r d i n a to r, B r e a k t h ro ug h S t u d e n t A s s i s t a n c e P r o g r a m
M u r r i et a Va l l ey U n i f i e d S c h o o l D i s t r i c t
Kathleen Murvin
C o u n s el o r, B r e a k t h r o ug h S t ud e n t A s s s i s t a nc e P r o g r am
C o n e j o Va l l ey U n i f i e d S c h o o l D i s t r ic t
BRIEF HISTORY
The problem:
• Increasing drug and alcohol suspensions and expulsions
• Accidents and deaths
• Lack of intervention strategies
• Needed a centralized, consistent response to concerns
What we did…
STUDENT ASSISTANCE PROGRAM
SAP provides an “umbrella” of prevention, identification,
screening, intervention, and support strategies within a school,
often in collaboration with a community support network.
A Unifying Concept for Student & Learning Supports
Range of Learners
Motivationally
ready and able
Not very
motivated/
lacking
prerequisite
skills/
different rates
& styles/
minor
vulnerabilities
Avoidant/
very deficient
in capabilities
No barriers
Desired
Outcomes
Instructional
Component
Barriers
To
Learning,
Development,
Teaching
Enabling
Component
(1) Addressing
Interfering
Factors
Classroom
Teaching
+
Enrichment
Activity
(High Standards)
(2) Re-engaging
Students in
Classroom
Instruction
1.
2.
3.
Academic
Achievement
Social and
emotional
well-being
Successful
transition to
postsecondary
life
5
Levels of Intervention Continuum:
Interconnected Subsystems for
Meeting the Needs of All Students
School Resources
(facilities, stakeholders,
programs, services)
Community Resources
Systems for Promoting
Healthy Development &
Preventing Problems
primary prevention – includes
universal interventions
(facilities, stakeholders,
programs, services)
(low end need/low cost
per individual programs)
See examples
See examples
Systems of Early Intervention
early-after-onset – includes
selective & indicated interventions
(moderate need, moderate
cost per individual)
Systems of Care
treatment/indicated
interventions for severe and
chronic problems
(High end need/high cost
per individual programs)
6
Categories of Basic Content Arenas for
Student/Learning Supports Intervention
Classroom-Based
Approaches to
Enable Learning
Crisis
Assistance &
Prevention
Support
for
Transitions
Leadership
Infrastructure
For
Learning Supports
Student &
Family
Assistance
Community
Support
Home Involvement /
Engagement in Schooling
7
How do we get from here to there?
Systemic Change!
Is this your systemic change process?
UCLA
STUDENT ASSISTANCE PROGRAM
Foundational Component - Brief Risk Reduction Inter view and
Inter vention Model (BRRIIM)
Three phase - structured interview
Strength based
Harris, W. W., & Ryan, J. (2010). Indicated prevention: Bridging the gap, one
person at a time. Journal of Psychoactive Drugs, 42, 277-285.
STAGE 1- STUDENT AND
PARENT/GUARDIAN
School Background
 Suspension/expulsion
history
 Favorite
subject
 Feelings
about school (scaling)
 Importance of
graduation
 Grades
 Attendance/tardies
 Extracurricular
 Favorite
 Career
activities/hobbies/interests
teacher and trusted adult
and personal goals
STAGE 1- CONTINUED
Family Background

Who do you live with?

Prior indication of ATOD use?

Family history AOD abuse

Family history of violence

Major stressors/adjustments

Ever consider suicide?

If you had one wish?
IF YOU HAD ONE WISH…
Student wishes
I wish…
To not have to work a desk job for minimum wag e. (17 - B)
T hat I could have my cat back (13 –G)
T hat I could have a brother (7 B)
T hat my parents were back tog ether (17 -G)
That I could g raduate high school and go to college (17-G)
T hat I could have a mansion to give to my parents (8-B)
I had my own pit crew. (8- B)
T hat there was no divorce and that ever yone was tog ether (12- B)
ASCA MINDSETS AND BEHAVIORS
That I could graduate high school and go to college (17-G)
 Categ or y 1: Mindset standards
 Self-confidence in ability to succeed
 Categ or y 2: Behavior standards
 Identify long-term and short term academic goals
Family Ser vice Plan
Student: I am willing to…
Parent/Guardian: I am willing to…
SAP Staff: We are willing to…
IF YOU HAD ONE WISH…
Student wishes
I wish…
T h a t I d i d n o t h ave t o wo r r y a b o u t l e g a l p r o b l e ms.
T h a t I we r e g e nu i n e l y h a p p y … t h a t my h a p p i n e s s wa s n o t f o r c e d .
T h a t e ve r y t h i n g wo u l d f i n a l l y g o r i g h t .
To h e a l t h e r e l a t i o n s h i p s w i t h f a m i l y m e m b e r s I h ave h u r t .
To l ive a j oy f u l a n d s u c c e s s f u l l i f e.
To f e e l b e t t e r a b o u t my s e l f.
To b e a b e t t e r p e r s o n a n d e r a s e b a d c h o i c e s I h a ve m a d e .
To t a ke d r u g a d d i c ti o n away f r o m my f a m i l y.
To b r i n g my d a d b a ck t o l i f e.
T h a t my l i f e wa s s t a b l e.
T h a t p e o p l e wo u l d u n d e r s t a n d w h a t I r e a l l y m e a n .
ASCA MINDSETS AND BEHAVIORS
To be a better person and erase bad choices I have made
 Categ or y 1: Mindset Standards
 Belief in development of whole self, including a healthy balance of mental,
social/emotional…well being.
 Categ or y 2: Behavior Standards
 Demonstrate ability to assume responsibility
 Demonstrate self-discipline and self-control
8 YEAR OLD GIRL
I had seen the look on your face when I was born.
8 YEAR OLD BOY
My dad would play with me.
7 YEAR OLD BOY
I had my own pit crew.
IF YOU HAD ONE WISH…
Parent Wishes
I wish …
T hat we could have our own place.
To g et a career position.
To g et along with my daughter.
To be able to work ag ain.
To have wisdom like Solomon.
To have more open communication with my son.
To feel financially independent.
To obtain my per manent residence card.
T hat my mom and dad were still tog ether.
T hat I could re -wind time so I could do some things differently.
T hat I didn’t have bi -polar disorder.
T hat I had real peace in my life.
T hat my husband and I could g et along.
STAGE 2 - STUDENT
Tobacco, Alcohol and Drug Use History
 Can you think of any reasons to quit?
 How hard would it be to quit?
Health and Safety
 How do you rate your health? (scale)
 Diet/purge
 Who do you admire?
 What makes you happy?
STAGE 2 - STUDENT
Conflict and Violence History

What do you do when you get frustrated, disappointed or angry?

Have you been in a fight?

Ever felt like a victim or been bullied?
Relationships

Ever thought of being a parent?

Ever been victim of abuse or a crime?

Any other concerns?
STAGE 3 - EVERYBODY BACK TOGETHER
Strengths/Concerns
Family Ser vice Plan

Based on willingness, not coercion

Student is willing to....

Parent is willing to...

SAP Staff member is willing to...

Recommendations

Pay attention to the wish!
YELLOW FLUFF - RADIOLAB
I was a ver y shy kid who had trouble for ming relationships and I
sometimes compared myself to the inert gases.
I wondered if one of the most inert gases, xenon, might be seduced
into combination with the most active element of all, which is
fluorine.
The nature of schools and school districts…
COLLABORATION
 School counselors coordinate and facilitate counseling and other
ser vices to ensure all students receive the care they need, even
though school counselors may not personally provide the care
themselves
 School counselors should refer students to district or community
resources to meet more extensive needs such as long -ter m therapy
or diagnoses of disorders
Collaboration
Al l It Ta ke s
Am g e n
Ar t Tre k
Ca l ifornia Lut h e ra n Un i ve r sit y
Co m munity Co un s eling Ce n te r
Ca n c e r Suppo r t Co m m unit y
Ci t y o f Th o us and Oa k s
Co n e jo Co a l t ion fo r Yo ut h a n d
Fa m ilies
Co n e jo Co un c i l P TA
Co n e jo Re c re a t i on a n d Pa rk s D i s t ric t
Co n e jo Sc h o o ls Fo un da tion
Co n e jo Yo ut h E m pl oyme nt Se r v i c es
E va lc orp Re s e arc h a n d Co n s ult ing
Fo o d Sh a re
Ful c rum Le a de r s hip In s t i t ute
H o s pic e o f t h e Co n e jo
ID E A E n g ine ering
Ve n tura Co un ty Sh e ri f f
In te r fa c e Ch i ldren a n d Fa m ily
Se r v i c es
K i wa nis Cl ub o f Th o us an d Oa k s
Lut h e ra n So c i a l Se r v i c es
M a ny M a n s ions
N a t i o nal Co l lege P l a nnin g So l ut i o ns
Pa re n t ing P ro g ra m a t H o ri z o n H i lls
R. M . P y l e s Ca m p
Re dl e a f Re s o urc e s
St ra i g ht Up/ Re a lit y Im prov
Co n n ec t ion, In c .
Th o us an d Oa k s Re cre a ti on a n d Pa rk s
D i s t ric t
Th o us an d Oa k s Po l ic e
Th o us an d Oa k s Te e n Ce n te r
Ve n t ura Co un t y B e h avioral H e a lt h
Ve n t ura Co un t y M e di c al Re s o urc e
Fo un da t ion
Ve n t ura Co un t y Of fi c e o f E duc a t i o n
REDUCTION IN SUSPENSIONS FOR HIGH SCHOOL
STUDENTS FOLLOWING BREAKTHROUGH FAMILY
CONFERENCE
MVUSD Breakthrough Data 2013-14
QuickTime™ and a
decompressor
are needed to see this picture.
www.murrieta.k12.ca.us/breakthrough
[email protected]
(951)696-1600 ext. 1216
http://www.conejousd.org/instruction/BreakThrough.aspx
[email protected]
(805) 241-0259