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Community Child Care Resorces Inc. " Psychological Service " Children's Services Advisory Committee <br /> C. PROGRAM DESCRIPTION (Entire Section C, I — 6, not to exceed two pages) <br /> 1 . List Priority Needs area addressed . <br /> MENTAL HEALTH WELLNESS : 1 . Increasing programs that promote enhanced emotional- <br /> social skills . 2 . Increasing early intervention services for "border line" children- <br /> physical/emotional . <br /> 2 . Briefly describe program activities including location of services . <br /> Psychological Support to Children and Families : <br /> a. ) All referrals start with the CCCR Family Resource Coordinator (FRC) , who conferences with the <br /> parent to assess the problem along with the need for intervention. Strategies and resources tried to date <br /> will be reviewed and recorded . <br /> b .) Once need is established, the FRC secures from the Executive Director (E .D . ) authorization for the <br /> referral . <br /> C . ) Parents select a therapist from a list of CCCR providers appropriate to address the problem, and give <br /> written consent for information sharing. <br /> d. ) The E .D . indicates in writing to the selected provider, CCCR' s funding criteria and reporting <br /> requirements . <br /> e .) Families with medical insurance will use those benefits first. Families pay a $ 5 . 00 "out of pocket" <br /> charge for each visit, directly to the therapist. <br /> f. ) The FRC monitors the treatment plan through regular conferences with families, and will informally <br /> consult with providers as appropriate . <br /> e .) The FRC facilitates any recommended changes in the child' s individual school program, and with the <br /> classroom teacher monitors progress . <br /> • f.) Services are usually provided at the office of the selected therapist. <br /> Psychological Support to Centers : <br /> a.) Contracting CCCR therapist makes available 2-3 hour time blocks to those CCCR centers with <br /> documented need, for the purpose of working with classroom teachers on specific behavioral issues that <br /> may be interfering with social and/or cognitive learning in the classroom. <br /> b .) Teacher completes pre-observation form prior to visit, therapist records observation, conferences with <br /> teacher, gives written strategies and sets date for follow-up . <br /> C.) The FRC follows-up in helping the classroom teacher implement and evaluate program changes. <br /> 3 . Briefly describe how your program intends to address the stated need/problem. Include <br /> reference to any studies or evidence that indicate proposed strategies are effective with target <br /> population. <br /> CCCR recognizes that research indicates parent support and education are vital to a child' s successful <br /> preschool experience. A child' s development does not end when he leaves the classroom. The child that <br /> goes home to a dysfunctional family will not thrive . <br /> CCCR' s Psychological Support Services component often times is the only access families have to <br /> professional intervention. Dollars are best spent on childcare, when the child is able to return home to a <br /> functional family, capable of positively reinforcing, nurturing and appreciating the child. 22 individuals <br /> within 17 families completed treatment last year. 77% showed improvement in their Global Assessment of <br /> Function Scores . Families attending more than two sessions showed a 100% increase in scores. <br /> • <br /> 6 <br />