AG 2002 07 22 (Regular) - Laserfiche WebLink

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SECTION IV ] ' COMPONENT NARRATIVE (Attach for each component) Briefly describe what the program expects to achieve and why. The narrative should address each of the followin.q items (1) Identify the staff and their responsibilities to the program, (2) describe the physical facilities in which the services will be delivered, (3) discuss any areas of concern that could affect the success of the program, (4) discuss why these resources used in the manner described should be expected to alter inappropriate behavior, (5) describe the referral, screening and admissions procedures, (6) describe the means of working with youth and famNes, (7) describe the protective factors the program will use to address the identified risk factors, (8) describe the daily program activities, (9) describe the termination procedures, and (10) describe the interaction with juvenile court. (1) There are two co-leaders'of the Guided Growth Group. These are part-time, temporary employees. They are responsible for developing lesson plans for the two group sessions that are held each week on Tuesdays and Thurs~tays. They must lead the discussion and activities in the group. They must maintain documentation of their work including a folder for each child who participates. (2) The Guided Growth Group is held in a school setting (currently Concord Middle School). (3) The success of the Guided Growth Group depends upon the investment and commitment of the individual group members, their participation and follow-through, the group process, as well as effective leadership. (4) These resources are expected to alter inappropriate behavior because a team effort is involved. The child must accept personal responsibility, however group members are expected to work together to help each other and challenge each other. The group leaders help facilitate change. (5) The referral, screening and admission procedures for the Guided Growth Group are as follows: Any professional in the community can make a referral. After the referral is received, a home visit is scheduled. The group leaders complete an ass. essment and determine if the child is appropriate to participate in group. If so, the child is admitted to group immediately. If not, other options are recommended. (6) The 'primary technique used in the Guided Growth Group is .the group process itself. This depends upon the interaction of participants. Every group session has an agenda and a lesson plan. The topic of the day could be anger management, conflict resolution, etc. But each participant can bring individual issues for discussion: (7) The Protective Factors identified in the Cabarrus JCPC Community Assessment include strengthening families through skills building, earlier identification of drug/alcohol problems, and improving availability of drug and alcohol treatment services. When juveniles participate in the Guided Growth Group, they are learning. skills that will help them to be more successful in the home environment. When they learn to manage anger and communicate more effectively, this. has a positive effect on all their interactions. Similarly, the group teaches children how to resist negative peer pressure. This could help them say no to drugs.. Since the children are seen weekly by two professional social workers, this provides an opportunity to spot indicators of substance abuse and take appropriate action to confront the problem and seek help. (8')'.The G'uided Growth Group leaders do not work every day, but they usually work two or three days per w~ek. Two partial days are used to actually conduct the group. Another partial day may be needed for. preparation of the lesson plans for the week. They must also complete required case documentation. (9) The Guided Growth Group leaders prepare clients in advance for termination. As clients begin to achieve their goals, the group leaders give them feedback and begin to plan for the final session. Those who successfully reach their goals will have a graduation ceremony and receive recognition for their accomplishments.in group. Other group members are also prepared in advance for the fact that one of them will be leaving soon. They are made aware that a new member will be joining the group. Sometimes those who graduate are invited back as peer mentors. This not only benefits the regular group participants but it also supports the peer mentor in his or her continued success.