Managing the Transition-Process Module 8 Pilot Training Trainer: Dr. in Camilla Bensch.

Managing the Transition-ProcessModule 8

Pilot TrainingTrainer: Dr.in Camilla Bensch

Managing the Transition-Process

Welcome!

• Survey of the module

• Reviewing 6 modules and looking forward to module 8

Survey of the Module 8

• Review and expectations

• 6 basis parameters of transition

• The process of transition step by step -

6 steps of the transition process

• Transfer of the clearing process into practice

• Planning the implementation of the clearing service in

your country

• “Marketing” of the transition service – how to reply

objections against the transition service

Looking Back: previously on Trainsition Pilot Training…

• Module 1: Background of transition work

• Module 2: Individualised transition plans

• Module 3: Counselling techniques

• Module 4: Assessment of competences

• Module 6: Transition partnerships with schools and

employers

• Module 7: Work experience

Looking Back: previously on Trainsition Pilot Training…

• What was important for you in this

module?

• What was interesting? What was funny?

Highlights of the module?

Module 8: Expectations? What is still

missing for my vision of clearing?

Transition - Basic Parameters: 1. Target Group

young people

• at the transition from school to work • at the age from 13 to 24• with special needs (special needs curriculum)• with social needs and behavioral disorders• with disabilities: physically and/or mentally

handicapped, visually and/or hearing impaired• with mentally illness

Transition - Basic Parameters: 2. Aims

• to show juveniles vocational prospects• to provide a basis for decision making and a

realistic approach for a vocational integration

Transition - Basic Parameters: 3. Scale of Service

• development of an aptitude and interest profile • analyses of strengths and weaknesses• clarification of the need for additional training• demonstration of vocational prospects based on the

aptitude and interest profile• elaboration of a Development and Career-Plan

Transition Basic Parameters: 4. Methods

• counseling sessions with the juvenile• consultation of school-teachers and parents• assessment of strengths and interests• offering Work experience • initiate a circle of support • person centered planning with involvement of teachers, family

members, friends…• collecting necessary information in a Clearing portfolio• writing a Clearing Report and Development Plan with

recommendations for the next vocational steps

Transition - Basic Parameters: 5. Staff

The counselors in the transition process should have the following vocational background:

• social work (knowledge of legal system and labor market) • pedagogic/special education/inclusive education• psychology, particularly developmental psychology• ability to communicate and to work in a team• several years professional experience at best with juveniles and in a

commercial area• project experience (organization of processes) and networking know

how• knowledge of the regional infrastructure• knowledge of counseling techniques

Transition - Basic Parameters: 6. Setting

• Counselor as one primary contact person• In Austria the process should be completed within max. 6 months • In Austria 1 fulltime counselor (40h/w): 50 finished Clearing Reports a year• The service is mobile: The meetings can be held in the

counseling center, at school, at home, at the firm of the internship – according to the current requirement

• The transition service is voluntary an free

The Process of Transition: Step by Step

1. Getting started - first contact • building a relationship• offering and collecting basic information• concluding the clearing agreement2. Getting to know the juvenile – collecting information in the clearing file• talking by means of material and worksheets• assessing competences and interests with standardized and non-

standardized tasks and psychometric procedures3. Building a Circle of support – holding a person centered planning meeting• Quality of Life Mandala/Making Action Plan/Path4. Arranging Vocational training/internship• observation on the workplace, communication with the company,

gathering feedback 5. Developing a Career Plan – writing a Clearing Report6. Final consultation• handing over of clearing report and career plan• transfer to subsequent services

school

vocational life

1. Getting Started - First Contact

Preparation of initial contact:

• First contact usually in collaboration with school teachers in september/october of the last grade of compulsory school

Different methods to get into contact with the target group:• Counselors consult teachers to get information which one of the pupils

will leave school at the end of the school term and needs support• Teachers give information sheets to the parents about the transition

service, parents answer if they are interested• First contact during a workshop for the whole school class in the

counseling center to get acquainted with the counselor, the place … - interested pupils can arrange a meeting with the counselor after the workshop

1. Getting Started - First Contact

Offering and collecting basic information:

• basic information about the service, what will be done and how it will be done (information folder about the service)

• collection of data about the juvenile (master data sheet): Name, date of birth, contact details of legal guardian/parents, insurance policy number, school career, previous internships…

Concluding the clearing agreement: …

Clearing Agreementbetween

Name and social security number of young person_______________________________________□□□□□□□□□□

(BLOCK CAPITALS)and

Name of young person’s legal guardian: _____________________________________________________________

(BLOCK CAPITALS)and

the Clearing Project: _____________________________________________________________

(BLOCK CAPITALS)

Clearing has the goal of together making realistic decisions on a future career. Clearing is a service of the Austrian Federal Social Assistance Office and is free and voluntary. For cooperation to be effective, the participation of the parents/legal guardian of the young person is required. Especially important is the active participation of the young person themselves in: • consultations• try-out placements• drafting of a career development planShould no constructive cooperation between clearer, the young person and/or their parents/legal guardians, the clearing project can be prematurely ended by both parties.

.

Data Protection Act Related Declaration of AgreementPersonal details (name, date of birth, social security number, school, training, sex, citizenship, purpose of clearing, start and end of the clearing, form of handicap/disability, aptitude and ability profile and career development plan) must be enquired and recorded for the clearing project. Equally important is access to certificates. Conversations held with third parties are normally indispensable for the clearing project staff (parents, significant adults, teachers, potential employers). The young person and the legal guardian will be informed of conversations in which also personal data is exchanged. The young person and parent/legal guardian have the right to view the records.Personal data is also forwarded to the Austrian Federal Social Assistance Office and the Federal Ministry of Social Affairs and Consumer Protection Austria through the Federal Computing Center, Austria, so that the clearing project can be financed and quality checked.The staff of the clearing project, Austrian Federal Social Assistance Office, Federal Computing Center, Austria and the Federal Ministry of Social Affairs and Consumer Protection Austria are obliged to observe data secrecy, the data protection act and data security.To support further developments, the results of the clearing may after consultation with the young person and parent/legal guardian be forwarded to the following projects and institutions (qualification projects, the Vocational Training Assistance, the “Arbeitsassistenz” (Support for the Integration of Disabled People into the Labour Market and the Austrian Employment Service).

This agreement may be withdrawn in writing at any time. Date:

Signature of the young person: Signature of the legal guardian of the young person: Signature of the member of the clearing project staff:

Building a relationship:

Especially with young people the outcome dependshighly of the counselor-client relationship.

Carl Rogers - 3 specific qualities:

• Congruence: Open, authentic, communication in which the way I present myself to the client. Rogers: "I have found, in my relations with persons, that in the long run it does not help to pretend to be something I am not.“

Empathic understanding: to try to take in and accept a client's perceptions and feelings as if they were your own, but without losing your boundary/sense of self.

• Respect: acceptance, unconditional positive regard towards the client.

1. Getting Started - First Contact

2. Getting to Know the Juvenile – Collecting Information in the Clearing File

Talks

• Pictured or playful material

Doose cards: hats/dreams/lifestyle/vocational

• Creative approaches (drawings, tree of strengths, …)

• Worksheets:9 good things abut meAptitude and InterestsTree of strengthsStrengths and AbilitiesFitting ProfessionsGrading Professions

2. Collecting Information in the Clearing File Worksheets: 9 good things about me

2. Collecting Information in the Clearing File: Worksheets: Aptitude and Interests

2. Collecting Information in the Clearing File: Worksheets: Tree of Strengths

2. Collecting Information in the Clearing File: Worksheets: Strengths and Abilities

2. Collecting Information in the Clearing File Worksheets: Fitting Professions

2. Collecting Information in the Clearing File Worksheets: Grading professions

2. Getting to Know the Juvenile – Collecting Information in the Clearing File

Standardized and non-standardized tasks and psychometric procedures

• Standardized and non-standardized tasks

hamet2

IDA

Practical tasks: Vocational backpacks

• Psychometric procedures

Intelligence tests (Hawie, LPS, …): only allowed to be applied by

psychologists

Vocational interest tests (FIT, AIST/allgem. Interessensstrukturtest)

Vocational aptitude assessment (MELBA)

Vocational aptitude tests for particular professional categories

(technical understanding, bureau…)

3. Building a Circle of Support – Holding a Person Centered Planning Meeting

Circle of support:

• juvenile

• counselor

• family members

• teachers

• friends, …

Holding the meeting by means of the tools:

• Quality of Life Mandala

• MAP

• Path

3. Building a Circle of Support – Holding a Person Centered Planning Meeting

Quality of life MandalaFrom the inner circle to the outer circle

• Name of person

1. What is important for the quality of life for the person?

2. Current activities according to the quality of life areas?

3. Activities in the future according to the quality of life areas and based on the current activities?

Doose, S., Emrich, C. & Göbel, S.

3. Building a Circle of Support – Holding a Person Centered Planning Meeting

MAP: Making Action Plan

1. What is a Map?

2. What is the story, history?

3. What is the dream?

4. What is the nightmare?

5. Who is the person? – brainstorming

6. What is the person good at –

strengths?

7. What are the person´s needs? What

do we need to do to meet these

needs?

8. What is the plan of action to avoid

the nightmare and to make the

dreams come true?M.A. Falvey, M. Forest, J. Pearpoint & R. Rosenberg

3. Building a Circle of Support – Holding a Person Centered Planning Meeting

Path:Planning

Alternative

Towmorrows with

Hope

J., Pearpoint, J. O´Brian &

M. Forest

4. Arranging vocational training

• Preparing with the juvenile

• Observation on the workplace

• Communication with the company – getting a feedback

• Reflection of the vocational training

4. Arranging Vocational Training – Preparation with the Juvenile

4. Arranging Vocational Training – Feedback of the Company

4. Arranging Vocational Training – Reflection with the Juvenile

5. Writing a Clearing Report –Developing a Career Plan

Clearing Report

1) Ability and Interest Profile

2) Career Plan

is always part of a Clearing File .

5. Writing a Clearing Report –Developing a Career Plan

Ability and Interest Profile:

• cognitive abilities • social abilities• abilities of every day life• vocational interests and expectations• work attitude• physical abilities and handicaps• what was done during clearing

5. Writing a Clearing Report – Developing a Career Plan

Additional content of the Ability and Interest Profile:

• prehistory, school and vocational career• initial question / goal• interests and strengths• additional important information

5. Writing a Clearing Report –Developing a Career Plan

Career Plan:

•  vocational perspectives• alternatives• reasons for the recommendation• surrounding conditions needed for work place• plan – next steps

5. Writing a Clearing Report - Developing a Career Plan

Additional content of the Career Plan: • family and social circumstances• following arrangements• addresses of contact persons• feedback of the juvenile• signature (juvenile/parents) as confirmation of the meeting and the finalization of the clearing process• date of the meeting and handing over of the clearing file

6. Final Consultation - Handing over of the Clearing Report and Career Plan and Transfer to Subsequent Service

Juvenile Career Plan

Ability and Interest profile

job coach, vocational assistant, assistant of an integrative apprenticeship

Career plan

Ability and Interest profile if necessary

Vocational qualification services Decision in every individual case – depending on relevance of the information and trust how the information is used

Public authorities Specific statements on request by agreement of the Austrian Federal Social Assistance Office – no official expertise!

Companies No transfer of data, only confirmation of the participation on the clearing – service

main address is the juvenile – handing over to other parties only with permission of the juvenile

Transfer into Practice: Simulation Game – Transition Process

phases 2 groups with 5 people

one of each country 4 roles

interviews with

Mr. Stadler-Vida:

1 person each group

1.) 9h20-9h50 getting started &

collecting information

juvenile

clearing-counselor

parent

teacher

CZ

2.)10h00-10h30 building a circle of support

juvenile

clearing-counselor

parent

teacher

H

10h30-10h50 break

3.)10h50-11h20 arranging voc. training juvenile

clearing-counselor

company boss

co worker

Si

4.) 11h30-12h00 career plan – transfer to following service

juvenile

clearing-counselor

company boss

Job assistant

SK

Transfer into Practice: Implementing a Clearing Service in Your Country by Means of PATH

Implementing the Transition Process in Your Country by Means of PATH

• Step one: What is the dream?

What are some images and words that describe your

dream you have for juveniles with handicaps in your

country?

Implementing the Transition Process in Your Country by Means of PATH

• Step two: Sensing the goal

What important results you could accomplish in a 2 years time?

Imagine that today is 24th of April 2011 and you are taking time

out to reflect on how far you have come implementing the a

clearing service since today. You have done an incredible

amount of hard work over the last months and there is still a lot

to do. But when you look back and see how far you have come

since today, you feel a real sense of accomplishment and pride.

Tell us what has happened. What, specifically, can you point to

as the signs of what you have created? What have you done?

Who was involved?"

Implementing the Transition Process in Your Country by Means of PATH

• Step three: Grounding in the now

Let's move back to the present. It is 24th of April 2009. As

of today, looking around at the present situation objectively,

how would you describe the situation of juveniles with

handicaps in your country today? Give us a snapshot of the

present situation. Let us see exactly where they are now in

relation to where they are after implementing a clearing

service.

Implementing the Transition Process in Your Country by Means of PATH

• Step four: Identifying people to enroll

You will meet many people along your path implementing a

clearing service in your country. Some will help you; some

will try to block you. There are some people you have the

opportunity to enroll in what you want to create. As you

think about your situation, identify the people with whom

you want to share and strengthen your commitment. Whom

do you need to enroll to achieve your dream? What

contribution can this person make to what you want to

create?

Implementing the Transition Process in Your Country by Means of PATH

• Step five: Recognizing ways to build strength

Implementing a new clearing service will take energy and

skill. There will be challenges, there will be problems, there

will be stresses, and there will be defeats. What do you

need to do to become strong and stay strong as you move

along your path implementing a clearing service? What

knowledge do you need? What skills do you need to

develop? What relationships do you need to maintain?

How can you stay healthy and well as you work toward

creating what you want?"

Implementing the Transition Process in Your Country by Means of PATH

• Step six: Charting action for the next few months

Go back and briefly review your image of what you want to implement for juveniles in your country (Step 2). Think about the next six months. This should be time enough to take some important action towards the implementation of a clearing service.

What are the most important steps to take in the next six months?

Implementing the Transition Process in Your Country by Means of PATH

• Step seven: Planning the next months work

If you are going to accomplish what you want in the next six

months, you will have to take actions now. Exactly what will

you have to do? By what day in the next month will this be

done? Who will do what and by when will they do it?

Implementing the Transition Process in Your Country by Means of PATH

• Step eight: Planning the next months work

What is the first step to implementing the service? What are

the biggest barriers to taking this step? Who, specifically,

will support you in this step? How will you enlist their

support? Is there anything blocking? Is there anything that

isn't on the PATH that needs to be there? Is there anything

missing?"

Final Questions and Answers

• What is missing for my vision of clearing?

• What is still unclear?

• Questions left?

“Marketing” of the clearing service – how to reply objections against clearing

• Which objections against implementing a clearing

service could be brought up?

• Which arguments can you find for the

implementation of a clearing service?

“Marketing” of the clearing service – panel discussion

Roles: • 1 person: Representative of Federal Social Welfare Office (potential public

sponsor)

• 1 person: Representative of Labor Office (potential co-operation partner)

• 1 person: Representative of the Chamber for Economy (potential co-

operation partner)

• 1 person: Representative of the Department for Public Education (potential

co-operation partner)

• 1 person: Headmaster of Special School (potential co-operation partner)

• 2 persons: local Transition from School to Work Expert (yourself – trying to

implement a clearing service in your country)

• 1 person: Representative of parent movement Pro Inclusion

• 1 person: Expert for Transition from Austria

• 1 person: Moderator

Managing the Transition-Process

• Feedback - round

Good bye and thank you!