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Effective School Case Management Building school capacity to engage students with support needs in mental health & wellbeing. www.agca.com.au. This PowerPoint is central to a professional development package on effective school case management. www.agca.com.au.

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  1. Effective School Case ManagementBuilding school capacity to engage students with support needs in mental health & wellbeing www.agca.com.au

  2. This PowerPoint is central to a professional development package on effective school case management www.agca.com.au

  3. The supporting material on effective school case management can be accessed at:http://mmplus.agca.com.au/escm_home.php www.agca.com.au

  4. v www.agca.com.au

  5. Developing an effective School Module 5.1 Case Management (SCM) Team www.agca.com.au

  6. Developing an effective School Case Management (SCM) Team • Purpose 1. To examine what an effective School Case Management (SCM) team should ideally look like (shared vision and coordination) 2. To review the SCM team’s effectiveness 3. To construct a development plan - improving the SCM team’s effectiveness 5.1.1 www.agca.com.au

  7. What should an effective School Case Management team look like? Developing an effective School Case Management (SCM) Team 5.1.2 www.agca.com.au

  8. The School Case Management (SCM) Team • Establishing shared goals • Determining the collective knowledge & skills • Recognising the interdependence of team members • Establishing a shared understanding of student needs Develop a shared vision by explicitly: 5.1.3 www.agca.com.au

  9. The School Case Management (SCM) Team • Clarifying criteria for involving a student in case management processes • Identifying SCM team concerns • Establishing evaluation measures • Ensuring that power, decision-making, & accountability for outcomes are shared Develop a shared vision by explicitly: 5.1.4 www.agca.com.au

  10. The School Case Management (SCM) Team • Establishing roles • Having regular meetings • Planning workloads • Discussing & sharing goals & interventions The SCM team becomes a coordinated team by: 5.1.5 www.agca.com.au www.agca.com.au

  11. The School Case Management (SCM) Team • Responding to critical incidents • Planning preventative programs for students with support needs The SCM team becomes a coordinated team by: 5.1.6 www.agca.com.au www.agca.com.au

  12. The SCM Team Checklist 5.1.7 www.agca.com.au

  13. Pro-Forma Plan: Developing CM Practices 5.1.8 www.agca.com.au

  14. The role of the case manager Module 5.2 www.agca.com.au

  15. The role of the Case Manager • Purpose 1. To construct a set of generic and context-specific guidelines with respect to the role of the case manager 5.2.1 www.agca.com.au

  16. The role of the Case Manager • What are the general responsibilities of the case manager? 2. In what particular ways can the case manager support the student? 5.2.2 www.agca.com.au

  17. The role of the Case Manager • Identifying the services & resources needed to achieve the action plan’s outcomes • Briefing the service provider(s) • Referring the student to the service provider(s) 5.2.3 www.agca.com.au

  18. The role of the Case Manager • Convening case conferences • Monitoring the quality of the services provided & progress towards achieving the outcomes • Adjusting the action plan when necessary 5.2.4 www.agca.com.au

  19. The role of the Case Manager • Reporting on the outcomes of the action plan • Consulting and communicating on an ongoing basis with the student, service provider(s), & other stakeholders (eg. family, carers, teachers) about the above processes 5.2.5 www.agca.com.au

  20. The role of the Case Manager with Student Could involve delegation of support or direct support by, for example: • Mentoring the student • Counselling the student • Modelling pro-social behaviour 5.2.6 www.agca.com.au

  21. The role of the Case Manager with Student • Educating the student and parent(s)/ carer(s) about the nature of the services offered • Accompanying the student to appointments, case conferences etc • Being an advocate for the student (eg. student’s views are heard & actioned; lobbying for particular resources). 5.2.7 www.agca.com.au

  22. Facilitating Case Module 5.3 Conference Meetings www.agca.com.au

  23. Facilitating Case Conference Meetings • Purpose 1. To consider what constitutes good practice in terms of facilitating case conference meetings 2. To review the extent to which the facilitation of our school’s case conference meetings generally reflects good practice 5.3.1 www.agca.com.au

  24. Facilitating Case Conference Meetings • Good practice associated with facilitating case conference meetings includes...? 5.3.2 www.agca.com.au

  25. Facilitating Case Conference Meetings: Checklist on good practice 5.3.3 www.agca.com.au

  26. Facilitating Case Conference Meetings Good practice includes: • Clarifying the purpose of the meeting • Checking on participants’ understanding of the process & intended outcomes • Ensuring that all participants have an opportunity to speak • Encouraging all participants to listen to each other 5.3.4 www.agca.com.au

  27. Facilitating Case Conference Meetings • Ensuring that the student’s views have been heard & incorporated in shared decision-making and planning • Endeavouring to be non-judgemental • Managing conflict in a constructive way • Using a solution-focused approach 5.3.5 www.agca.com.au

  28. Facilitating Case Conference Meetings • Articulating clear outcomes that all participants understand • Staying within time schedules • Maintaining accurate written records 5.3.6 www.agca.com.au

  29. Pro-Forma Plan: Developing CM Practices 5.3.7 www.agca.com.au

  30. Using a Solution-focused approach to case conference meetings • Short-term, goal-focused, future oriented • Focus on constructing solutions, rather than analysing causes of problems • Elements of desired solution often already present in student’s life • How do we want things to be different? • What will it take to make this happen? 5.3.8 www.agca.com.au

  31. Using a Solution-focused approach to case conference meetings • Envision a clear and detailed picture of how student’s situation will look when things are better • Focus on student’s strengths & resources • Support student & family to recognise how to use resources to bring about change • “Action plan” prioritises manageable & achievable goals (Adapted from Brief Therapy Institute of Sydney: http://www.brieftherapysydney.com.au/btis/brief.html ) 5.3.9 www.agca.com.au

  32. Referral Pathways to other agencies • Be aware of other services • Establish strong working relationships/ initiatives with key agencies • Organise clear two way referral processes • Involve key agencies in case management • Ensure a collaborative approach to supporting students • Monitor ongoing progress 5.3.10 www.agca.com.au

  33. Case Conference Record (Adapted from Swan Education District Student Services, DET, WA) 5.3.11 www.agca.com.au

  34. www.agca.com.au 5.3.12

  35. Dealing with Privacy Module 5.4 and Confidentiality www.agca.com.au

  36. Dealing with Privacy and Confidentiality • Purpose 1. To understand the meaning and parameters of privacy and confidentiality, and the difference between the two 5.4.1 www.agca.com.au

  37. Privacy & Confidentiality • Respecting privacy & confidentiality is very important – students often express concerns about ‘gossiped communication’ • Privacy can be promised: • Oral information is gathered in a private location • Written records are kept in a secure place • There are clear protocols about who can access this information 5.4.2 www.agca.com.au

  38. Privacy & Confidentiality • Confidentiality cannot be promised. • In most situations, health professionals must keep information given to them by students confidential • Exception - a person of any age whose well-being or safety is of serious concern • This is called "mandatory reporting“ • Health professional is breaking the law if he/she doesn’t report it 5.4.3 www.agca.com.au

  39. Privacy & Confidentiality • If a student is 17 or 18 years old, the health professional can also choose to report the situation, but it is not mandatory • If a health professional does have to report a situation they should talk to the student about it first • Circumstances that do not require mandatory reporting, disclosure of any confidential information must have informed consent of the student 5.4.4 www.agca.com.au

  40. Privacy & Confidentiality • Student must be informed about the limitations of confidentiality Adapted from: Cahill, H. & Murphy, B. (in press). Preventing drug-related harm: manual for the student welfare coordinator. Melbourne: The Victorian Department of Education and Training, and Reach Out! Confidentiality available at: http://www.reachout.com.au/default.asp?ti=824 5.4.5 www.agca.com.au

  41. Key Reference De Jong, T. (2006) Kit on Effective School Case Management: Strengthening Mental Health Programs for Secondary School Students with Support Needs. AGCA. http://mmplus.agca.com.au/escm.php www.agca.com.au

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