Intervention

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VII           Interventions

Interventions is the area of influence that includes the professional practitioner’s ability to integrate current knowledge of human development with the skill, expertise, objectivity and self awareness essential for developing, implementing and evaluating effective intervention programs for children and youth. The goal of any intervention is to further the child’s development and/or correct socially inappropriate behaviour.

A      Knowledge Foundations

The graduate should have knowledge and comprehension of the following areas in order to achieve the learning outcomes within this domain.

1. Therapeutic Milieu and Environmental Design
2. Principles of psycho-educational interventions such as aggression replacement training, life skills training.
3. Principles of life space intervention
4. Crisis theory and the role of crisis and trauma in children’s behaviour
5. Principles of conflict resolution
6. Principles of social control and social reinforcement
7. Theories of Personal Change
8. The principles of Evidence Based  Treatment and Practice
9. Research Methodology
10. Group Theory
11. Principles of Narrative Therapy
12. Principles of Solution focused therapy
13. Canada Food Guide dietary recommendations
14. St. John first Aid Certification or equivalent and CPR
    

B      Moment to Moment

The child and youth care worker (recent graduate) understands that every interaction with the child, as well as the day to day life experiences shared with a child are opportunities for growth and development and integrates this understanding into his/her relationship, communication, and activities with the child (outcome).

This is the essence of child care, whereby moment to moment interventions occur in the therapeutic environment to simultaneously address basic needs and the developmental change process. Practitioners develop activities and strategies for interventions to ensure that basic developmental needs are satisfied throughout all phases of the planning and intervention process (Clarification). (adapted N, A)

Elements of Performance

The child and youth practitioner:

1. Recognizes and uses “teachable moments” in the daily behavior of the child in the therapeutic environment thereby enabling the child to develop positive self regard and social competence.  
2. Arranges the milieu so that learning situations arise and thereby capitalizes on each “teachable moment” as an opportunity for social learning.
3. Creates on-the–spot adjustments to interventions as events unfold (403-10)
4. Applies life space interview techniques to ensure the assimilation of learning and transference to future situations. (N)
5. Assesses the situation in the milieu and in individual interaction and selects the appropriate medium and content for counseling.
6. Knows and demonstrates proficiency in applying behavior guidance methods including:
   a)      Designs and uses selected behavior management techniques in keeping with the level of the client’s understanding (manipulation of the environment; social reinforcement; cueing; encouraging; structuring rules and routines; natural and logical consequences).
   b)      Applies clear, coherent and consistent expectations of behavior with developmentally appropriate boundaries and guidelines.
   c)      Evaluates and disengages from power struggles with clients
   d)      Employs at least one method of conflict negotiation and resolution
7. Understands and applies the principles of crisis management including:     
   a)      Describes his/her own personal strengths and limitations in responding to crisis situations
   b)      Explains how to avoid unnecessary risks and confrontations
   c)      Dressing for interventive contact
   d)      Employs a variety of skills to defuse a crisis and restore the client to calm behaviour
   e)      Describes and applies the principles of physical intervention according to a recognized and approved model (405-12)
   

C      Activities of Daily Living

The child and youth care practitioner (recent graduate) understands and facilitates the planned arranging of the physical environment and can describe the relationship of developmental processes to the activities of daily living including eating grooming, hygiene, sleeping and rest.  (outcome)

Planned environments integrate developmental, preventive and therapeutic objectives into the life space, through the use of methodologies and techniques sensitive to culture and human diversity. Connections are facilitated between components of the life space to maintain a healthy and growth facilitating environment for the child. (clarification) (NA)

Practitioners have a level of expertise in teaching basic care skills to their clients, ensuring that the client’s physical health and safety is protected.  They demonstrate a caring attitude by placing the child at the centre of their day-to-day practice.

Elements of Performance

The child and youth care practitioner:

1. Demonstrates that the child’s health, safety and well being are foremost in care provision (N, A, M)
2. Designs and implements activities of daily living that are consistent with the child’s developmental status and cultural and/or religious background.
• Clothing is well maintained, reflecting the age and background of the child
• Pleasant and inviting mealtimes that encourage social interaction
• Bedtimes and rest opportunities which are developmentally appropriate.
• and well maintained bathroom facilities that allow developmentally appropriate privacy and independence
• Adequate personal space for safe storage of personal belongings
• Personal definition through decorations that do not exceed reasonable propriety
• Understands that routines and rules are essential for a safe environment and are opportunities for life-skill development 
3. Administers medication as prescribed
4. Uses structure, routines and activities to promote effective relationships
5. Incorporates role modeling of social behavior and provides cues, practice and reinforcement to facilitate the development of social skills.
6. Teaches age appropriate life skills using a systematic approach that breaks down the skills into component parts and reinforces successive approximations, within daily interactions.

D      Activity programming

The child and youth worker (recent graduate) designs and implements individual and group activities which incorporate an understanding of the significance of play and recreational programming and their usefulness as teaching and learning tools.(outcome).  Practitioners are able to analyze the meaning, atmosphere, and the nature of the activities relative to the child’s developmental needs. (N)

Elements of Performance

The child and youth care practitioner:

1. Understands the principles of activity programming. Adapts and modifies to suit the needs of the children and to encourage their involvement in the activities.(N, M 802-9) 
2. Designs and implements activity programs that account for age, developmental status, cultural and/ or ethnic background as well as the unique treatment objectives of the child (M, N, A)
3. Describes, locates and critically evaluates community resources for programs and activities and as appropriate connects children, youth and families to them. (N,M)
4. Demonstrates skills in several domains of activity including arts, crafts, sports, games and music (N, Q)
5. Makes use of space, equipment, time and props to facilitate the treatment objectives (A)
6. Identifies and describes how his/her own childhood activity experiences and skills are related to adult interests and skills and to his/her current work (A)

E      Planned Interventions

The child and youth care practitioner (recent graduate) understands the need to plan and continually adapt interventions, anticipating steps and measures required in meeting objectives and the best means to attain them.  Practitioners are able to participate in the selection of goals or objectives from treatment, educational and developmental plans and assist in the design of activities, interactions and management methods that support these goals and objectives. Practitioners are able to recognize that the design of these therapeutic interventions and service methods are logically connected to service goals.  (Outcomes)

Practitioners recognize that interventions may be formal (service plan) or informal (life space interventions) and that their basic principles are the same. They are purposeful and consistent with a specific theoretical orientation guided by agency policy and  individualized to reflect differences in culture/human diversity, background, temperament, personality and differential rates of development.(adapted Q, N, A)(Clarification)

Elements of Performance

The child and youth practitioner:

1. Understands and employs intervention programs which comply with regulations and which take into account: 
• the legal framework under which the request for services falls
• the ultimate goal of the intervention
• an understanding of the clinical aspects  and dynamics of the young person and his situation
• emergencies
• the resources, strengths and vulnerabilities of the young person and his/her original   environment
• the resources of the intervention milieu and the social environment of the young person
• the points of view expressed by the young person and his/her parents
• the points of view expressed by partners in the intervention
• prescribed time periods. (Q)
2. Describes and identifies a theoretical/empirical rationale for a particular intervention (N)
3. Applies basic strategies which encourage the client’s participation in assessment and goal setting as well as in intervention planning and  assists in the development of individual, educational and developmental treatment plans (N)
4. Describes and participates in the evaluation of realistic goals with client and family
5. Understands  and demonstrates effective and appropriate problem-solving strategies
6. Understands the need to collaborate with others for appropriate service and delivery (O) and is able to arrange for the necessary resources to assist in the attainment of goals
7. Demonstrates at least one method or  technique for the resolution of conflicts when necessary
8. Describes the protocol for interventions in suicidal situations
9. Understands basic principles of intervention for people addicted to drugs
10. Demonstrates an awareness and knowledge of a descriptive model for the cycle of violence and is capable of applying intervention techniques aimed at defusing violent behavior (405-11)
11. Identifies the need for and contributes to a plan for a child’s transition into appropriate community resources.

F      Advocacy 

The child and youth care practitioner (recent graduate) understands the child and families potential and capacity to grow and change and demonstrates basic advocacy skills that ensure that children, youths and families have their views heard and considered during the decision making processes that directly affects them (NACP B6b-c).(Outcome)  

Elements of Performance:

The child and youth care practitioner:

1. Understands how to advocate for the rights of child, youth and families to secure proper services
2. Utilizes and shares the input of children and families in determining interventions.
3. Teaches client self-advocacy skills
4. Understands the importance of  facilitating client advocacy groupsAssists in the identification and exploration of programs and incentives in the community
5. Understands how to promote the least restrictive and normalized service delivery options as well as programs that reflect unique, cultural, spiritual, linguistic and cognitive status. (A)
6. Creates opportunities which encourage children, youth and families to contribute to programs, services, and support movements that affect their lives by sharing authority and responsibility
7. Demonstrates respect for the privacy of clients and holds in confidence information obtained in the course of professional service.
   

G     Group Work

The child and youth care practitioner (recent graduate) understands that the group is a powerful socialization agent which provides opportunities for its members to experience social development and to build on their existing strengths and competencies (outcome).

Practitioners are able to describe psycho-educational, therapeutic, and peer helping groups and the developmental stages of groups. Practitioners demonstrate an ability to adapt their behavior management and communication skills to function within the group context.  They demonstrate a confidence and competency in dealing with group dynamics at a basic level and ensure that group members are treated in a respectful and safe manner. (clarification)

Elements of Performance

The child and youth care practitioner:

1. Investigates and applies an understanding of the cultural, spiritual, socio-economic status and other personal characteristics of group members in their everyday practice
2. Demonstrates basic group facilitation techniques which take into account the phases of group development and the individual developmental needs of the client (N).
3. Knows, understands and utilizes basic group facilitation skills including active listening, questioning, summarizing, coordinating, seeking input, encouraging, gate-keeping, standard setting, feedback and self-disclosure (A)
4. Explains how individual goals fit into group goals and activities.
5. Understand principles involved in mediating group process by encouraging both individual and group pro-social behavior i.e.: acceptance of a newcomer, scapegoating, subgroup resistance, and collaboration around goals and activities that promote the welfare of the group. (N,A)
6. Contributes to the maintenance of a positive helpful climate of communication and exchange and demonstrates an ability to keep conflicts in perspective and redefine problems (405-19)
7. Participates in the regular assessment of the group’s progress and interactions and suggests adjustments when necessary.  (O)
8. Identifies and describes personal bias in an effort to  remain objective while working with groups of children
9. Creates and arranges opportunities for group members to experience social development in formal and informal group settings. (A)
10. Describes the process of planning and implementing group activities while taking into consideration group process variables and teaching objectives. (A)

H     Observing, assessing, reporting

The child and youth care practitioner (recent graduate) demonstrates observation and reporting skills that illustrate  assessment and evaluation of processes and events in relation to the intervention plan(s) in order to create developmentally appropriate opportunities in which children can experience success. (Outcome)

Observation is a process of monitoring progress and identifying strengths and weaknesses which leads to defining the intervention methods required for success in goal attainment. Observing, assessing, and reporting occur both moment to moment and in regularly scheduled summary intervals. These skills ensure that adaptations to planned interventions will meet children’s needs, developmental status, as well as addressing ecological and environmental influences.  (clarification)

Elements of performance

The child and youth care practitioner:

1. Observes the child or youth in following development areas:
• Physical
• Sexual
• cognitive
• emotional
• moral
• social
• forming bonds of attachment (Q)
2. Understands a variety of checklists, inventories, other systematic assessment tools  (O,A, N)
3. Observes, and contributes to the assessment and evaluation of  treatments/services prescribed or designed with other professionals
4. Examines client information and selects relevant, important and useful observations related to the client needs and identified problems (O)
5. Reflects on and analyzes the observations collected to identify needs, strengths, vulnerabilities and resources and formulate plausible clinical hypothesis. (Q 402-6) 
6. Observes and monitors the child’s behavior for indicators of change related to the service plan and assesses the child’s progress (A, M)
7. Demonstrates objectivity  by recognizing and describing his/her own attitudes and reactions in observations  Q401-9)
8. and participates in needs assessment and identifies specific goals which  are achievable and measurable(A, Q, M, O)
9. the totality of the child’s social-ecological environment (A,N) and assists in the evaluation of the developmental appropriateness of environments for meeting the individual needs of clients (N)
10. Understands and describes the strategies which encourage client and family participation in the assessment and goal setting  (N,M,Q)
11. Examines client and family needs in relation to community opportunities, resources and supports  (N),
12. Understands the contribution of research that is designed, conducted and reported in accordance with high quality child and youth care practice and recognized standards of scholarship and research ethics.
    

I         Evaluation

The child and youth care practitioner (recent graduate) understands the critical importance of evaluations in ensuring successful outcomes for children and youth. (outcome)  

Practitioners understand that evaluations are based on a theoretical approach and that regular reviews are necessary to meet the child’s needs (clarification)

Elements of Performance

The child and youth care practitioner:

1. Understands the significance of evaluating the strategies used (with the client and family)and makes the necessary adjustments as a result of evaluation to attain the identified goals (O)
2. Contributes to the assessment and monitoring of progress with the client and team and revises plan as needed (N)
3. Applies knowledge gained from ongoing (formative) and outcome (summative) evaluations to specific activities/and activity programs (5)
4. Understands how to select clear, specific, measurable goals that are based on a theoretical foundation for developmental and behavioral change and which specify indicators of goal achievement (A )
5. Participates in the comparison, ranking and testing of strategies and contributes to recommendations for courses of action throughout the evaluation process
6. Participates in recommending and identifying time-lines and persons responsible for each stage
7. Consults with other team members and other disciplines to ensure a thorough evaluation takes place.