The URL can be used to link to this page

Browse Search

Home My WebLink About20061604.tiff Weld County Department of Social Services Notification of Financial Assistance Award for Families,Youth and Children Commission (Core)Funds Type of Action Contract Award No. X Initial Award FY05 06-CORE-0038 Revision (RFP-FYC-06005; 06LS14) Contract Award Period Name and Address of Contractor Beginning 06/01/2006 and Transitions Psychology Group, LLC Ending 05/31/2007 Lifeskills 804 11 Avenue Greeley, CO 80031 Computation of Awards Description Unit of Service The issuance of the Notification of Financial Program offers two areas of service (1) Assistance Award is based upon your Request for Lifeskills Coaching,which is a structured Proposal (RFP). The RFP specifies the scope of mentoring(coaching)program,beginning with services and conditions of award. Except where it is an assessment; and(2)Parent-Child Interaction in conflict with this NOFAA in which case the Therapy(PCIT)that utilizes learning theory and NOFAA governs, the RFP upon which this award is play therapy concepts to facilitate warm and safe based is an integral part of the action. relationships.The yearly capacity 180 clients, which includes 120 children, ages 0-17, monthly Special conditions capacity is 50 family units, average stay in 1) Reimbursement for the Unit of Services will be based program is 20 weeks,4 hours per week.Follow- on a monthly rate per child or per family. up at six months after services end, documenting 2) The monthly rate will be paid for only direct face-to- whether or not family is intact at that time. face contact with the child and/or family or as Bilingual and South County Services. specified in the unit of cost computation. 3) Unit of service costs cannot exceed the hourly and Cost Per Unit of Service yearly cost per child and/or family. Hourly Rate Per $97.05 4) Payments will only be remitted on cases open with, Treatment Package-Intensive and referrals made by the Weld County Department Treatment Package-Moderate of Social Services. Aftercare-Low 5) Requests for payment must be an original submitted to Court Testimony $150.00 the Weld County Depaituuent of Social Services by the end of the 25th calendar day following the end of the month of service. The provider must submit requests Enclosures: for payment on forms approved by Weld County X Signed RFP: Exhibit A Department of Social Services. Supplemental Narrative to RFP: Exhibit B 6) The Contractor will notify the Department of any Recommendation(s) changes in staff at the time of the change. _Condition of Approval Appro ls. Program Official: By M.J. G ile, Chair By l Board of Weld Cour }{&pmmissioners Judy Grie , Dir for Date: JUN 1 4 al Weld ounty Department of Social Services Date:11/40 2006-1604 EXHIBIT B SUPPLEMENTAL NARRATIVE TO RFP • s is_ •mow' 80411'"Avenue FAX • o w y», Greeley, CO 80631 Phone(970)390-1123 sir * .+ FAX(970351-0182 Transitions Ml1CMwa01 ti..NC TO: Gloria Romansik FAX # 346-7698 FROM: Jami Moe-Hartman, MA, LPC DATE: 05/19/06 RE: Bids PAGES: 3 COMMENTS: CONFIDENTIAL The information contained in this facsimile message is privileged and confidential information intended for the use of the individual or entity named above. If the reader of this message is not the Intended recipient or the employee or agent responsible to delver it to the intended recipient, you are hereby notified that any dissemination, distribution or copying of this communication is strictly prohibited. If you have received this fax in error, please immediately notify us by telephone and return the original message to us at the above address via the U.S. Postal Service. Thank you. 10 39Vd ZSTOTSE TT:ST 900Z/61/S0 • •. e e ' ' :` 804 11"'Avenue • 47 i• ,y`,, Greeley,CO 80631 •®•O *, FAX (970)351-0182 • o0i • semi Transitions INYCHOWCY GIM. May 18, 2006 Gloria Romansik, Social Services Administrator Weld County Department of Social Services PO Box A Greeley, CO 80632 RE: Bid # 06LS15 (RFP 05005) Lifeskills Bid # 06FPC09 (RFP 006-00A) Foster Parent Consultation Bid # 06HS07 (000-00B) Home Study, Relinquishment Counseling Bid # 06MH07 (RFP 006-00) Mental Health Services Dear Ms. Romansik, I am writing in response to Judy Griego's letter concerning the Bid process for PY 2006-2007. Thank you for sending the results of the process; it was helpful to see our bid scores this year. A. Bid # 06MH07 (RFP 006-00) Mental Health Services Transitions agrees to work with the Weld County DSS Business Office to set the rate per episode for completed evaluations. Psychological Evaluation and Assessment Services for Children, Adolescents and Adults: These services will be provided by a licensed eligible psychologist with a PhD who is supervised by a licensed psychologist, or by a licensed psychologist. The billing rate is $262.38/face-to-face client hour. A typical psychological evaluation ranges form 4-6 hours of direct service time. Clients sign a verification form for this time and Transitions bills it at the hourly rate; test materials, scoring, analysis, collateral contacts, case management and report writing time are not billed_ The average rate for a oompletod evaluation will be $1270.71 Mental Health Evaluations: These services require a minimum of masters degree in the human services field, a minimum of five years' Z0 39tld Z8T0TSE TT :ST 900Z/6T/S0 experience, and a mental health license (e.g. Licensed Professional Counselor, Licensed Clini al Social Worker, etc). The Mental Health evaluations are billed at ajflat rate of$212.50 per evaluation. This is based on an hourly rate of$106.25 for face-to-face client contact. B. Transitions Psychology Group, LLC accept the recommendations as written by the FYC Commission. The Terms and Conditions on the Bid and NOFAA act as a cover sheet to Transitions' written bids. Transitions adheres to all he Terrns and Conditions. Transitions accepts all of the conditi ns and recommendations set forth in the Department of Social Services letteridated May 15, 2006. Transitions will include this letter and the letter received from the Department as addendirms to our bids. Transitions confirms that it will provide the services delineated in Bid #06LS15, Bid #otiF1'C08, Bid #06HS07, and id #06MH07. If you have any questions about our esponses to the condition and recommendations on the bid, please let us know. We would be more than happy to discuss them with you. Thank you for your consideration. Sincerely, aC----iinccJami Moe-Hartman, MA, LPC Co-Director Transitions Psychology Group, LLC I I 60 39VVd 38T0ISE TT:ST 900Z/6T/S0 a DEPARTMENT OF SOCIAL SERVICES P.O.BOX A GREELEY,CO. 80632 Website:www.caweld.co.us I Administration and Public Assistance(970)352-1551 WI Child Support(970)352-6933 C. COLORADO May 15,2006 Jami Moe-Hartman, Co-owner Transitions Psychology Group, LLC 804 11 Avenue Greeley, CO 80631 Re: Bid#06LS 15 (RFP 05005) Lifeskills Bid#06FPC09 (RFP 006-00A)Foster Parent Consultation Bid#06HS07 (006-00B)Home Study, Relinquishment Counseling Bid#06MH07 (RFP 006-00)Mental Health Services Dear Ms. Moe-Hartman: The purpose of this letter is to outline the results of the Bid process for PY 2006-2007 and to request written confirmation from you by Monday,May 22, 2006. A. Results of the Bid Process for PY 2006-2007 • The Families, Youth and Children(FYC)Commission recommended approval of your Bid#06LS 14(RFP#06005), Lifeskills, for inclusion on our vendor list. Your bid scored a total of 98 points out of 100. • The Families, Youth and Children(FYC) Commission recommended approval of your Bid#06FPC09(RPF 006-00A), Foster Parent Consultation, for inclusion on our vendor list. Your bid scored a total of 100 points. • The Families,Youth and Children(FYC) Commission recommended approval of Bid #06HS07, (RFP 006-00B),Home Studies and Relinquishment Counseling, for inclusion on our vendor list. Your bid scored 87 points. • The Families, Youth and Children(FYC)Commission recommended approval Bid #06MH07 (RFP 006-00)Mental Health Services for inclusion on our vendor list. Your bid scored 98 points. The FYC Commission attached the following conditions and recommendations to your bid. Condition: The bidder will work with the Weld County DSS Business Office to set a rate per episode for completed evaluations. Recommendation: You must clarify the level of expertise or credentials of the staff person who is providing each service. Page 2 Transitions Psychology Group/Results of RFP Process for 2006-2007 B. Required Response by FYC Bidders Concerning FYC Commission Conditions and Recommendations: Conditions: All conditions will be incorporated as part of your Bid and Notification of Financial Assistance Award(NOFAA). If you do not accept the condition(s),you will not be authorized as a vendor unless the FYC Commission and the Weld County Department of Social Services accept your mitigating circumstances. If you do not accept the condition, you must provide in writing reasons why. A meeting will be arranged to discuss your response. Your response to the above conditions will be incorporated in the Bid and Notification of Financial Assistance Award. Recommendations: You are requested to review the FYC Commission recommendations and to: 1. accept the recommendation(s) as written by the FYC Commission; or 2. request alternatives to the FYC Commission's recommendation(s); or 3. not accept the recommendation(s)of the FYC Commission. Please provide in writing how you will incorporate the recommendation(s)into your bid. If you do not accept the recommendation,please provide written reasons why. All approved recommendations under the NOFAA will be monitored and evaluated by the FYC Commission. The Weld County Department of Social Services is requesting your written response to the FYC Commission's conditions and recommendations. Please respond in writing to Gloria Romansik, Weld County Department of Social Services, P.O. Box A, Greeley,CO, 80632,by Monday, May 22, 2006, close of business. If you have questions concerning the above,please call Gloria Romansik at 352.1551, extension 6230. Sincerely, ylik o' to 1 cc: Juan Lopez, Chair,FYC Commission Gloria Romansik, Social Services Administrator O&) LS1y INVITATION TO BID OFF SYSTEM BID 001-06 (06005-06011 and 006-00, A, B, & C) DATE: March 1, 2006 BID NO: RFP-FYC-06005 RETURN BID TO: Pat Persichino, Director of General Services 915 10th Street, P.O. Box 758, Greeley, CO 80632 SUMMARY Request for Proposal (RFP-FYC-06005) for:Colorado Family Preservation Act--Life Skills Program Emergency Assistance Program Deadline: March 31, 2006, Friday, 10:00 a.m. The Families, Youth and Children Commission, an advisory commission to Social Services, announces that applications will be accepted for approved providers pursuant to the Board of Weld County Commissioners' authority under the Colorado Family Preservation Program Act (C.R.S. 26-5.5-101) and Emergency Assistance for Families with Children at Imminent Risk of Out-of-Home Placement Act (C.R.S. 26-5.3-101). The Families, Youth and Children Commission wishes to approve services targeted to run from June 1, 2006, through May 31, 2007, at specific rates for different types of services, the county will authorize approved providers and rates for services only. The Life Skills Program must provide services that focus on teaching life skills, which are designed to improve household management competency, parental competency, family conflict management and effectively access community resources. This program announcement consists of five parts, as follows: PART A...Administrative Information PART D...Bidder Response Format PART B...Background, Overview and Goals PART E...Bid Evaluation Process PART C...Statement of Work Delivery Date (After receipt of order) BID MUST BE SIGNED IN INK Tam i Moe-+IQrt}ntn, Mk TYPED OR PRINTED SIGNATURE VENDOR Trak i' foin Rjtkol03 j&roccps LA-L. _ --tfiyt- (Name) Handwritten Signature By Authorized Officer or Agent of Vender t ADDRESS may' RAve, TITLE c-o-c iVeal)Y. Cwee-ley, CO eo(o3 DATE OS-3O-O't2 PHONE # (0 110) la to-112-3 The above bid is subject to Terms and Conditions as attached hereto and incorporated. Page 1 of 41 Bid 002-05 (RFP-FYC-06005) Attached A LIFE SKILLS PROGRAM BID PROPOSAL AND REQUEST FOR CONTINUATION OF AWARD UNDER CORE SERVICES FUNDING EMERGENCY ASSISTANCE PROGRAM 2006/2007 BID PROPOSAL APPLICATION PROGRAM FUNDS YEAR 2006-2007 BID 002-05 (06005) NAME OF AGENCY: Tra V1511i o 1/46 Psycho(09 `J' errou p, L UC, ADDRESS: 2:04 Utt Ave•/ &vcc1eJjt GD eo&aj I PHONE: (CIl D) f 113-3 CONTACT PERSON: TSLIMI Moe-ittilhilna VI I NiA TITLE: CO V eGf D v- DESCRIPTION OF FAMILY PRESERVATION PROGRAM CATEGORY: The Life Skills Program Category must provide services that focus on teaching life skills designed to facilitate implementation of the case plan by improving household management competency, parental competency, family conflict management, effectively accessing community resources, and encouraging goal setting and pro-social values. 12-Month approximate Project Dates: 12-month contract with actual time lines of: Start June 1, 2006 Start End May 31, 2007 End TITLE OF PROJECT: Thera reU�t I (i V1517 Oh 3 Life ski It yl� � iami wtoe kWh/hall ,NA- A- 63-3O-at,, Name and Signature of Person Preparing Docum Date Safr 6 t ; Nito-e - I fA✓�v�Avt t Wt� Judy A. Griego, Director Name and Signature Chief Administrative Officer Applicant Agency Date MANDATORY PROPOSAL REQUIREMENTS For both new bids and renewal bids, please initial to indicate that the following required sections are included in this Proposal for Bid. Project Description Target/Eligibility Populations Types of services Provided Measurable Outcomes Service Objectives Workload Standards Proof of Collaboration Evidenced-based Outcomes Staff Qualifications Unit of Service Rate Computation Billing Process Program Capacity per Month ertificate of Insurance Assurance Statement Page 30 of 41 ' 1 ' Life Skills Program Bid Proposal RFP-FYC-06005 Transitions 1 • • Life Skills Program Bid Proposal • •00 • : Coaching and Therapeutic Visitation • • • • . Transitions Psychology Group, LLC •a••j • ; . 2006-2007 •tee • . . Transitions PSYCHOLOGY GROUP, LLC PROJECT DESCRIPTION Transitions Psychology Group, LLC (Transitions) is a private counseling agency, located in Greeley, CO, providing superior counseling, assessment and consulting services to individuals, couples and families in Northern Colorado. Transitions utilizes a multidisciplinary team of professionals including a Licensed Psychologist, Licensed Professional Counselors, School Psychologists, Licensed Clinical Social Workers and other degreed paraprofessionals. The mission of the Life Skills programs offered by Transitions is to improve parents' ability to nurture and protect their children so that these children develop a solid foundation for nurturing their own children. The purpose of the Life Skills program is to enhance family functioning through the development of skills, reduction in stress, access to resources and involvement in recreational activities. Transitions Coaching program is a structured training program that begins with an assessment of the family to identify strengths and needs. The life skills coach, family and caseworker all contribute to the development of specific, achievable goals for the action plan. The overall goal of the program is to prevent the out-of-home placement of the child or to assist with the return of the child to their own home. To this end, Transitions coaches help the family enhance current strengths in order to find solutions to current problems by teaching and practicing new skills while consistently offering feedback and encouragement. Transitions Therapeutic Visitation program is based in Parent-Child Interaction Therapy (PCIT), a model that integrates learning theory and play therapy concepts to facilitate warm and safe relationships. The overall goal of the program is to provide services that protect the child and develop family strengths that would permit the child to return to their own home. This year, Transitions is expanding the Therapeutic Visitation program to offer more options for parenting instruction and treatment of family issues, including a variety of evidenced-based parenting models and marital and family psychotherapy. Transitions will continue to use ORIGINAL Life Skills Program Bid Proposal RFP-FYC-06005 Transitions 2 observation by master's level therapists to record and evaluate changes in parent-child interactions, development of skills and safety issues. II. TARGET/ELIGIBILITY POPULATIONS A. Total number of clients to be served: 70 B. Total individual clients and the children's ages: 180; ages birth to 17. C. Total family units: 60 D. Sub-total of individuals who will receive bicultural/bilingual services: 25 E. Sub-total of individuals who will receive services in South Weld County: 25 F. The monthly maximum program capacity: 50 G. The monthly average capacity: 35 H. Average stay in the program (weeks): 20 I. Average hours per week in the program: 4 III. TYPES OF SERVICES TO BE PROVIDED A. Mentoring: 1. Teach, model and coach adaptive strategies: Transitions coaches teach a variety of skills to parents and families through written information, videos, demonstrations and feedback. This skills may include planning, scheduling and stress management. 2. Model and influence parenting practices: Transitions coaches work with families to identify and enhance their parenting strengths. They utilize a variety of proven parenting systems (e.g. 1-2-3 Magic, Common Sense Parenting) to introduce new skills. Transitions coaches interact with parents and children in their home and community environments to demonstrate appropriate parenting behaviors. 3. Teach relational skills: Transitions coaches teach and model communication and conflict resolution skills, boundary setting and other strategies to improve the client's interactions with others. Life Skills Program Bid Proposal RFP-FYC-06005 Transitions 3 4. Teach household management (prioritizing, finances, cleaning and leisure activities): Transitions coaches work with families on budgeting. They also teach cleaning skills. Coaches work with the family to identify interests and participate in community activities with the family. 5. Actively help to establish community connections and resources: Transitions routinely refers parents to various community services to help them access housing, employment, training, counseling, advocacy, medical care and financial assistance. Transitions coaches will assist the parent with scheduling and travel to the appointment with the service providers as needed. This year, Transitions is working to streamline this process by actively developing interagency agreements with frequently utilized referral sources. 6. Encourage goal setting and pro-social values: Transitions therapists will work with the parent to set specific, achievable goals each week and evaluate the outcomes at the end of the week. Therapists model and discuss pro-social values and provide opportunities for parents to practice these values in the sessions and in the communities. B. Visitation: 1. Monitor parent/child interactions for physical and emotional safety: Therapeutic visits by Transitions are continuously monitored by a master's level therapist, either directly or via a dual camera monitoring system. Therapists observe and evaluate family interactions and intervene promptly when a child's emotional or physical safety is compromised. Therapists further address any safety concerns with parents after the visit and develop a plan to prevent the situation from recurring. Transitions promptly reports serious safety concerns to the children's caseworker. 2. Document clinical observations: Transitions therapists maintain records of each session, utilizing their clinical skills and judgment to evaluate the interactions in the visit and parent cooperation with interventions. Some visit sessions are also recorded with the parent's permission. 3. Strategize for teaching and modeling parenting skills: Transitions will evaluate the parent's current parenting strengths and work with them to choose an appropriate parenting model. Some of the choices available with be Common Sense Parenting models developed by Boys Town and Parent Magic models developed by Dr. Thomas Phelan. Transitions also utilizes RealCare Baby, a doll that simulates parenting experiences and records parent responses. Therapists participate in the sessions to model parenting skills and provide ti Life Skills Program Bid Proposal RFP-FYC-06005 Transitions 4 opportunities for the parents to observe and practice the skills. Video review is utilized to identify areas where skill development is needed, correct attempts at utilizing new skills and reinforce proper use of skills. 4. Teach relational skills: Transitions therapists will use the previously mentioned parenting models to teach and practice relational skills. Therapists will also utilize marital and family therapy techniques and communication skills models to address relational skills. 5. Encourage goal setting and pro-social values: Transitions therapists will work with the parent to set a specific, achievable goal for each session and evaluate the outcome after the session. Therapists model and discuss pro-social values and provide opportunities for parents to practice these values in the sessions and in the communities. 6. Plan structured activities in visitation to help achieve the objectives of the treatment plan: Transitions therapists work with parents to plan activities for each session and discuss the purpose and desired outcome of the activity with the parent. FYC resources will not supplant existing available services in the community. Transitions contacted the mental health capitation services provider to ensure that Life Skills services provided by Transitions were not otherwise funded. Life Skills services for adults are not funded by ADAD or other funding sources. IV. MEASURABLE OUTCOMES: A. Improvement of household management competencies: Transitions counselors will assess parent's ability to clean and maintain their home, develop and follow their budget, and manage appointments and document their progress in the Monthly Report. B. Improvement of parental competencies: Transitions will provide instruction, modeling and opportunities to practice using the parent's chosen parenting system. The counselor will document the parent's ability to demonstrate each skill with their children in the Monthly Report. C. Parents can work independently with other sources in the community and within the local, state and federal governments: Transitions will document parent's contacts with other sources and services accessed in the Monthly Report. Transitions will contact the other agencies to substantiate parent reports and address any difficulties the parent may have accessing services. Life Skills Program Bid Proposal RFP-FYC-06005 Transitions 5 D. Families receiving Life Skills services will remain intact six months after discharge of the services: Transitions will develop an individualized transition plan for each family to help them adjust from intensive to minimal levels of service. Transitions will contact discharged families six months after services end and document whether or not the family is intact at that time. E. Families who complete the Life Skills services will have improved competency level or reduced risk on a standardized assessment: Parents will each complete the FACES IV and/or Parental Stress Index (PSI) at the beginning and end of Life Skills services. V. SERVICE OBJECTIVES A. Mentorinq: 1. Improve household management competency: Transitions coaches will instruct, encourage and support parents to maintain a clean and safe home, manage finances so that basic needs of all family members are met, ensure children attend school consistently, manage the family schedule so all members attend necessary appointments and develop positive leisure activities. Household management competencies will be measured through documented observations, spending reports, school records and collateral information from other agencies. 2. Improve parental competency Transitions coaches will provide instruction, encouragement and support to help parents progress through a parent training system and demonstrate skills presented to nurture, teach and supervise their children. They will address the parent's ability to provide care, nutrition, protection and hygiene for their child. Parental competency will be measured through documented observations, video demonstrations, meal plans and collateral information. 3. Improve goal setting and pro-social values: Parents will set and work towards goals with their life skills coach. They will identify and actual and ideal family values and model positive behaviors for their children. Goal setting and pro-social values will be measured through documented observations, background checks and collateral information. B. Visitation: 1. Improve parenting skills, parent/child interactions and relational skills for physical and emotional safety through structured activities in, and documentation of, visitations to achieve the • Life Skills Program Bid Proposal RFP-FYC-06005 Transitions 6 objectives of the treatment plan: Transitions will provide individualized instruction, modeling and support to assist parents to complete a parent training system. Parents will have opportunities to observe, practice and review on video the skill being learned. Transitions will utilize PCIT to document specific categories of parent-child interactions, providing feedback, modeling and demonstrations to assist parents to increase negative interactions and decrease negative interactions. Transitions provides continuous monitoring by a master's level therapist to assess behaviors and provide for the children's physical and emotional safety. Therapists intervene immediately if a safety risk is identified and further discuss the risk with the parent after the session in order to prevent the risk from recurring. Transitions will utilize treatment plan objectives to help the parent identify goals for their visitation sessions. 2. Improve goal setting and pro-social values: Parents will set a specific goal for each session and evaluate their progress after the session. They will model positive behaviors for their children during their visits. C. Mentoring and Visitation: 1. Improve ability to access resources: Transitions will refer parents to relevant agencies and assist them to access these resources in order to improve self-sufficiency and family functioning. Transitions will document the resources obtained by the family in the Monthly Report. 2. Address specific referral issues: Transitions will assist parents to translate referral issues into specific goals to address in Life Skills services and monitor their progress towards these goals. Goals will be written for each session and progress rated; both will be documented in the Monthly Report. 3. Improve outcomes in the Performance Improvement Plan: Transitions co-directors have attended the Colorado Department of Human Services training entitled Preserving Connections for Children: How to Develop Effective Visits and utilize this information to drive best practice. Transitions recognizes that research findings indicate that effective visitations are positively correlated with successful reunification and successful reunification increases placement stability. Transitions strives to facilitate effective visits through educational and therapeutic interventions. Transitions recognizes the prevalence of substance abuse as a primary factor in children's placement in foster care. Transitions provides educational and therapeutic interventions and behavioral monitoring to address the needs of substance Life Skills Program Bid Proposal RFP-FYC-06005 Transitions 7 abusing parents. Transitions also recognizes the importance of fathers in the lives of their children. Transitions addresses fathers' needs through educational and therapeutic interventions to assist them to meet the responsibilities of parenthood. Transitions will track the number of children participating in each Life Skills program who are reunified with their families. VI. WORKLOAD STANDARDS A. Number of hours per day/week/month: 250 hours of direct service per month. B. Number of individuals providing the services: Seven. Transitions has two co-directors, one full-time employee and four contractors providing direct Life Skills services. C. Maximum caseload per worker: The maximum Life Skills caseload for a full-time therapist is 10 families. D. Modality of treatment: Life Skills services are family-based interventions and thus typically include the entire family. Some work is done individually with the parent or couple, in order to provide feedback, instruction or address therapeutic issues without the children present. Visitation services are primarily delivered in the Transitions offices, although a variety of venues are utilized based on providing services in the most natural, least restrictive setting that can assure the safety of the child. Transitions provides visitation services in the most restrictive settings (e.g. community correction facility; social services offices) to the least restrictive (e.g. family home, community venues), depending on the needs of the family and safety concerns. The majority of coaching services are provided in the family home, although some may occur in the office to address therapeutic issues or other community venues to assist the parent to access services or involve the family in leisure activities. E. Total number of hours per day/week/month: 250 per month. F. Maximum caseload per supervisor: Transitions has one clinical consultant, who is a licensed psychologist, to supervise all Life Skills cases. The maximum caseload for the supervisor is 70. G. Insurance: Transitions co-directors and employee are insured through Healthcare Providers Service Organization Purchasing Group (HPSO). The limits of liability are $1,000,000 per occurrence and Life Skills Program Bid Proposal RFP-FYC-06005 Transitions 8 $6,000,000 aggregate. Contract therapists maintain their own policies, each with a minimum of$1 M/$3M liability. Current contracted therapists are insured through HPSO and the Philadelphia Indemnity Insurance Company. VII. PROOF OF COLLABORATION A. Letter from Housing referral contact: Transitions will collaborate with the Department of Housing in order to assist parents to establish and maintain safe, affordable housing for their families. (See Attached A) B. Letter from Employment Services/Training referral contact: Transitions will collaborate with Employment Services of Weld County in order to assist parents to access job readiness training, educational services and employment that will enable them to support their families. (See Attached B) C. Methods for ensuring collaboration: 1. Release of Information: Transitions therapists and coaches meet with each Life Skills program participant prior to the start of services to complete consent and release forms. 2. Placement Review Team: Transitions therapists participate in Placement Review Team meetings to confer with the caseworker and other providers about the parent's progress towards the Family Service Plan objectives. D. Routine collaborative communications: Transitions therapists and coaches provide routine updates on participants to the Department through Monthly Reports. Transitions contacts the referring caseworker by phone, e-mail or in person with any pertinent updates on the family. E. Step-down and continuum of care planning: At the outset of treatment, Transitions will complete an assessment of the family and provide recommendations for the intensity and duration of treatment. The treatment will be family-centered to address the unique needs of each family. The treatment recommended will include measurable goals that are expected to be met during the first phase of treatment. The first phase of treatment will generally involve the most intensive educational and therapeutic services and last approximately 6-8 weeks, depending on the objectives and needs of the family. Once the goals of the first phase are met, Transitions will recommend a plan for the second phase of treatment. This phase Life Skills Program Bid Proposal RFP-FYC-06005 Transitions 9 • may involve a reduction in the intensity (e.g. moving visitation from a monitored office setting into the family home) or duration (e.g. decreasing coaching interventions from three times per week to once per week). This phase will last approximately 4-6 weeks. After this phase is completed, the third and final phase of treatment will commence. This phase will involve a further reduction in the intensity and duration of services. For example, the family visit being monitored continuously in the home may now be mostly unsupervised, with the visit therapist dropping in during part of the visit to assess the family's progress. A life skills family may have their coach checking in with them bi-monthly to review their goals and action plans. If families are not able to meet their goals in these time parameters, they will be re-evaluated to identify any barriers to their progress. If the family members are non-compliant with treatment, incapable of providing nurturing care to their children or unable to make progress for reasons that are unlikely to be resolved in a reasonable time frame, Transitions will consult with the Placement Review Team. F. Letter from North Range Behavioral Health (See Attached C): VIII. EVIDENCE-BASED OUTCOMES A. Bibliographic Information: Transitions will utilize the Parental Stress Index and/or the FACES IV as pre- and post-assessments of parent and family functioning. The PSI addresses child temperament, child characteristics that impact the parent's personality and sense of self, parent personality and pathology, and situational subscales that contribute to parent stress. The FACES IV addresses family cohesion, flexibility, communication, and satisfaction. Transitions will test various parenting models, including Parent Magic and Common Sense Parenting, to evaluate which is the most effective to teach the skills necessary for family reunification. Transitions will incorporate research from the Colorado Department of Human Services visitation training to develop treatment recommendations. (See Attached D) B. Sample Assessment: (treatment proposal, transitions plan) (See Attached E) C. Sample Request to Renew Services: (See Attached F) D. Sample of a Monthly Report: Life Skills Program Bid Proposal RFP-FYC-06005 Transitions 10 (See Attached G) IX. STAFF QUALIFICATIONS A. Minimum Qualifications: All staff and supervisors providing direct services will meet minimum qualifications in education and experience as defined in Staff Manual Volume VII, Section 7.303.17, and Section 7.0006 Q, Colorado Department of Human Services. All staff and supervisors contracting with Transitions have a minimum of a bachelor's degree in a human services related field and two years of related experience. Therapeutic visitation providers have at least a Master's degree in a human service field. B. Staff available for the project: Eight. Transitions has four full-time counselors, three part-time counselors and one part-time supervisor providing Life Skills services. C. Mandated New Caseworker Training: One full-time Transitions counselor has received mandated new caseworker training. Other counselors will not receive this training. D. Risk Assessment: All Transitions counselors have experience in risk assessment. Many of the providers are licensed and thus able to determine whether or not a person is a danger to himself or others and in need of hospitalization. One Transitions counselor is trained in Family Risk Assessment for caseworkers. X. UNIT OF SERVICE RATE COMPUTATION (see Attached H) Xl. BILLING PROCESS A. Transitions Billing Process: Transitions follows a structured billing process in order to maintain prompt billing for services. Transtions staff are required to submit all signed and dated verification forms for coaching and for therapeutic visitation by the 1st workday of the month. All documentation including original, signed written monthly reports for coaching and for therapeutic visitation are due by the 5th workday of the month. The administrative assistant completes all invoices, Authorization Forms, and Core Service Forms by the 5th workday of the month. The forms are audited by a co-director for accuracy and signed. The billing, which includes all signed documentation (i.e., Transitions' invoices, Authorization Forms, Core • Life Skills Program Bid Proposal RFP-FYC-06005 Transitions 11 Services Forms, and monthly reports), is then hand delivered to the Department of Social Services B. Sample Monthly Bill (See Attached I) XII. LOWEST QUALIFIED BID Transitions strives to provide the highest quality of professional services to Weld County families while maintaining reasonable rates. The minimum client capacity per month necessary to support the Transitions Life Skills program is 15. The maximum client capacity per month is 60. Bid 002-05(RFP-FYC-06005) zz Attached A J Date of Meeting(s)with Social Services Division Supervisor: /i'3/& Comments by SSD Supervisor: // / VIS a lAnYlk ervl O43- .n ni - t p1706- /44,1^ 031e-li ern fkerti eq.- 02,v) bl -ecX 1O - CIFCC, j-Je i IlKo,7 3 ,34 Name and Signature of SSD Supervisor Date Page 31 of 41 ORIGINAL .03/28/2006 12.47 FAX 970 346 7000 GREELEY/WELO HSG AUTH 0 002/002 Af f4 Gil) /1/4" RQREELEY/WELD HOUSING AUTHORITIES 315 N. I I th Avenue, 81dg. 5 P.O. Box 1.30 ohGreeley, Colorado 80632-0130 (970) 346.7660 (970) 346-7690 Pax March 28, 2006 (800) 659.2656 TTY Relay Gregory S. Creed, MA, LPC Transitions Psychology Group, LLC 804 11 t Avenue Greeley, CO 80631 Dear Mr. Creed: As a Housing Authority we would be glad to accept any appropriate referrals for clients needing our services from Transitions. If you are awarded a contract to work with Weld County clients we will be agreeable to enter into a Memorandum of Understanding concerning the services provided by each agency. If you have any questions please contact me at(970) 353-7437 ext 103 fr,..--Sincerely, Thomas Teixeira Executive Director ORIGINAL '‘kkfiCine4Q (b ) a DEPARTMENT OF HUMAN SERVICES EMPLOYMENT SERVICES OF WELD COUNTY 1551 NORTH 17TH AVENUE PO BOX 1805 GREELEY, CO 80632 111k. FAX(970) 356-3975 COLORADO March 21, 2006 Transitions Psychology Group, LLC Employment Services of Weld County is providing you this letter outlining the areas of collaboration when a client you serve under CORE service funds is identified as having an employment need. The collaborative areas were developed from your responses concerning the parameters you felt were practical, based upon the services you intend to provide. Transitions Psychology Group, LLC currently collaborates extensively with Employment Services of Weld County (ESWC) in serving Temporary Assistance for Needy Families (TANF) participants. The Transitions Psychology Group, LLC is proposing a variety of services which include Mental Health services to provide both Psychological and Mental Health evaluations, and Life Skills services which include Therapeutic Visitation and Life Skills Coaching to work with parents to increase the parents' ability to provide appropriate care to their children. It is unknown if these services will have a direct relationship to employment, however, the following outlines the plan for referrals when, or if, they arise: Case management: The Transitions Psychology Group, LLC agrees to provide case management for families that may require the parent to seek employment. For these individuals, the Transitions Psychology Group, LLC agrees to make a referral to Employment Services of Weld County. Referral process: For individuals identified as having employment needs, the Transitions Psychology Group, LLC will refer the client to Employment Services of Weld County and will send an email to Employment Services, under the attention of Linda Perez, stating that the client was referred. The Transitions Psychology Group, LLC agrees to forward the email within five business days of making the referral. Follow up: The Transitions Psychology Group, LLC will email a follow-up concerning the referral made to Employment Services of Weld County 10 business days after sending the initial email. Employment Services of Weld County will email the Transitions Psychology Group, LLC if the client does not contact us, and the Transitions Psychology Group, LLC agrees to discuss the matter with the °Pr "A.A ( 4kchad b p. (9- client at their next visit. The Transitions Psychology Group, LLC will provide a written email of that discussion to the attention of Linda Perez within five business days. Cross training: As new staff come to the Transitions Psychology Group, LLC they will be made aware of this collaborative arrangement and will be provided training concerning the employment and training services offered by Employment Services of Weld County. Other collaborative areas: At this time there are no additional collaborative efforts with Employment Services. As additional areas of collaboration arise, the Jubilee Center for Familica Transitions Psychology Group, LLC agrees to include them in the Memorandum of Understanding discussions to be completed by February 1, 2007. Employment Services will meet with representatives of the Transitions Psychology Group, LLC in July 2006 to initiate the collaborative Memorandum of Understanding process once bids for CORE services are completed and accepted. Sincerely, -V ./L7- Lida L. Perez Director Employment Services of Weld County ORIGINAL -( Ailitoked • North Range Behavioral Health March 29, 2006 Jami Moe-Hartman Transitions Psychology Group 804 11th Avenue Greeley, CO 80631 Re: Letter to Accompany Proposal to Weld County Department of Social Services To Whom it May Concern: This letter is written to support the application of Transitions Psychology Group to provide CORE Services through the Weld County Department of Social Services. North Range Behavioral Health is pleased to commit to a collaborative relationship with Transitions Psychology Group to develop a system of care for children and families served to ensure that duplications in services are minimized, that gaps in needed services are eliminated and that services are billed to the appropriate payer source. For services involving Medicaid eligible clients North Range Behavioral Health will work with Transitions Psychology Group to determine which services are benefits of the Medicaid Mental Health program and to facilitate a process through which Transitions Psychology Group can be compensated with Medicaid funds when services provided are a benefit of Medicaid. Sincerely, all a 17G.` Wayne A. Maxwell, Ph.D. Executive Director Mission: North Range Behavioral Health provides professional, ORIGINAL culturally competent mental health services for Weld County. 1308 71 th Avenue/Greeley.CO 80631 /(970)347-212O/Fa_*(9701 353-3906 • Attached D Life Skills Program Bid Proposal 002-05 Transitions Psychology Group, LLC • .: •• . Life Skills Program Bid Proposal �• �� • Coaching and Therapeutic Visitation • • •• . . Transitions Psychology Group, LLC • • � : . 2006-2007 • �S ' � . Transitions PSYCHOLOGY GROUP, LLC REFERENCES Abidin, Richard R. (1995). Parenting Stress Index. Psychological Assessment Resources, Inc. Barnes , B.A. and York, S.M. (2001). Common Sense Parenting of Toddlers and Preschoolers. Boys Town Press. Bell, S., & Eyberg, S.M. (2002). Parent-child interaction therapy. In L. VandeCreek, S. Knapp, & T.L. Jackson (Eds.). Innovations in Clinical Practice: A Source Book (Vol. 20; pp. 57-74). Sarasota, FL: Professional Resource Press. Borrego, J., Jr., Urquiza, A.J., Rasmussen, R.A., Zebell, N. (1999). Parent-child interaction therapy with a family at high risk for physical abuse. Child Maltreatment, 4, 331-342. Bradley, S.J., Jada, D., Brody, J. et al. (2003). Brief psychoeducational parenting program [1-2-3- Magic]: An evaluation and 1-year follow-up. Child and Adolescent Psychiatry, 42:10, October, 2003. Burke, R., Herron, R. and Schuchmann, L. (1996). Common Sense Parenting. Boys Town Press. Chaffin, M. et.al. (2004). Parent-child interaction therapy with physically abusive parents: Efficacy for reducing future abuse reports. Journal of Consulting and Clinical Psychology, 72, 500-510. Eyberg, S.M., & Robinson, E. (1982). Parent-child interaction training: Effects on family functioning. Journal of Clinical Child Psychology, 11, 130-137. Herschell, A., Calzada, E., Eyberg, S.M., & McNeil, C.B. (2002). Parent-child interaction therapy: New directions in research. Cognitive and Behavioral Practice, 9, 9-16. ORIGINAL • Attached D Life Skills Program Bid Proposal 002-05 Transitions Psychology Group, LLC Olson, D.H. & Goral, D.M. (2003). Circumplex model of marital and family systems. In F. Walsh (Ed.). Normal Family Processes (3rd ed.). New York: Guilford (pp. 514-47). Peterson, J.L., Kohrt, P.E. et al. (1995). Building skills in high-risk families: the boys town family preservation model that teaches skills and builds relationships to prevent out-of-home placements and reunify families. Boys Town Press. Phelan, T. (2003). 1-2-3 Magic: Effective Discipline for Children Ages 2-12 (3rd ed.). Illinois: Child Management Inc. Phelan, T. (1998). Surviving Your Adolescents: How to Manage and Let Go Of Your 13-18 Year Olds (2nd ed.). Illinois: Child Management Inc . Thompson, R.W., Grow, C.R., Ruma, P.R. et al. (1993). Evaluation of a practical parenting program with middle and low-income families. Family Relations, 42, 21-25. Ware, L.M., Fortson, B.L., & McNeil, C.B. (2003). Parent-Child Interaction Therapy: A promising Intervention for abusive families. The Behavior Analyst Today, 3, 375-378. ORIGINAL Attached E Life Skills Program Bid Proposal 002-05 Transitions Psychology Group, LLC ,"• •fifr r Life Skills: Therapeutic Visitation Initial Assessment • ••0 ♦ . , Family Name: King • •Z. 4 s . Household #: 123456 •• ••� ; : Caseworker: William Price • = • , $ • Date: June 12, 2006 Transitions PSYCHOLOGY GROUP,LLC I. REASON FOR REFERRAL Michelle King was referred by her Weld County Social Services Caseworker, William Price, for therapeutic visitation on June 1, 2006. Michelle has not seen her two children, James (age 3) and Sarah (age 10 months), for five months. A no contact order has been in place since the children's placement in protective custody. The children's father, John King, remains incarcerated on felony child abuse charges. The mother, Michelle, has also been charged with a felony related to her failure to protect the children. II. OBSERVATION/DATA A. Nurturing 1. Attachment behaviors: (reunions) Michelle smiled when she saw the children enter. She bent down and held out her arms to welcome the children. The children did not approach her and James attempted to return outside. (feeding) Michelle provided a variety of snacks. James entered the room to get fruit snacks, then left to eat them. Sarah sat in the room, but refused jar of baby food that Michelle tried to spoon-feed her. She did accept crackers. (proximity) The children were reluctant to stay in close proximity with the mother and repeatedly left the room. Therapist entered with them and tried to reassure them. The children both avoided eye contact with mother. Michelle repeatedly tried to initiate physical contact by asking for hugs, kissing the children and picking them up. James would move away, actively avoiding the contact, and protest verbally by whining. Sarah turned her head when Michelle tried to kiss her and cried each she was picked up. ORIGINAL • • Attached E Life Skills Program Bid Proposal 002-05 Transitions Psychology Group, LLC 2. Reciprocity: Michelle was able to read cues that Sarah did not want to be picked up, as she would set Sarah back down and the crying would cease. Michelle did not show any empathy for the children's fearful responses, stating "but I didn't do anything." B. Stimulation 1. Content of the visit Attempted to engage both children in play with toys. James showed some interest in balls and Sarah would manipulate toys that were handed to her. Children are offered a snack, but the family does not eat together. 2. Quality of dialogue: Michelle initiates conversation with the children but they do not respond. Michelle is coached to comment on the children's play. The children communicate verbally through whimpers and cries. 3. Facilitation of development (speech) Michelle identifies objects for the children. (physical) She gives Sarah food to self-feed. (social) Michelle rolls a ball back to James. (cognitive) Michelle counts balls and identifies colors. C. Protection 1. Physical protection: Therapist intervenes to remove small toys from Sarah and redirect James from the stairway. 2. Limit setting: Michelle's primary limit setting involved telling the children to "be careful" in a gentle tone. 3. Boundaries: Michelle was intrusive, pressuring the children to show her affection and trying to hug, kiss and hold them. 4. Shows interest in child's life: No evidence. Michelle seemed upset that James was asking for foster parent during the visit. Michelle does not communicate with the foster parent about the children. D. Parent's Attitude Toward Visit 1. Cooperation with structure/suggestions: Michelle does follow suggestions and modeling on ways to engage the children. She refuses to refrain from displays and requests for physical affection. 2. Acknowledgement of problems: Michelle expresses concern that her children do not remember her. She denies any reasons that they may be fearful of her. 3. Attitude toward clinician: Michelle readily accepts assistance from the therapist. III. ASSESSMENT Attached E Life Skills Program Bid Proposal 002-05 Transitions Psychology Group, LLC A. Attachment Category Both James and Sarah currently display an avoidant attachment towards their mother. B. Healthy Aspects of Relationship Michelle seems excited to see her children and smiles readily in response to their play behaviors. C. Unhealthy Aspects of Relationship James and Sarah seem fearful of Michelle and actively avoid contact with her. Lack of empathy Michelle shows towards her children. D. Effect on Child James and Sarah displayed distress during the visit, including whimpering, whining, crying and attempting to leave the visit. James frowns and watches Michelle, avoiding close proximity. IV. PLAN/GOALS A. Phase I Therapeutic visits are recommended to address the children's severe anxiety during contact with mother. Visits will be frequent and brief, occurring four times per week for 20-30 minutes. Michelle will need to refrain from pressuring the children to interact with her initially, first developing their tolerance for playing in her presence. Persons familiar to the children, such foster parent, CAM and/or maternal great-grandmother, will be encouraged to participate in order to increase the children's comfort level. Initial goals are to decrease the children's anxiety and increase their ability to tolerate contact with their mother, as evidenced by being able to remain in the same area as mother for 10 minutes, making eye contact with mother, and increasing positive interactions with mother, and decreasing displays of distress (frowning, avoiding, whimpering, crying). The initial phase will last for 30 days; than be reassessed. B. Phase II If initial goals are met in the established timeline, visits will decrease in frequency and increase in duration: three-one hour visits per week. If the goals are not met, therapist will schedule a staffing to revise the plan or recommend that visits be temporarily us d xq prevent further trauma to the children. J� in Moore,`AAA, LPVC {,� • P , Attached F Life Skills Program Bid Proposal 002-05 Transitions Psychology Group, LLC •-� •�� -4. • Life Skills Renewal Request • •• + . , • •.• 1 . • •2• -. • • --. .$ Transitions PSYCHOLOGY GROUP,LLC Trails ID: 987654 HH# 456789 Family Name: Larson Provider Name: Transitions Psychology Group, LLC Program: Life Skills: Therapeutic Visitation Contact Person: Ashley Ross, WCDSS Renewal Requested by: Maya Jackson, PhD, LPC End Date Requested: 8/31/06 Reason: Additional hours are necessary in order to continue therapeutic visits between Tara Larson and her three children. Five hours per week are requested in order to provide two, two-hour visits and additional time for feedback, instruction and therapeutic interventions with the mother without the children present. Provider Comments: Tara has completed the Common Sense Parenting program including homework assignments, role plays and coached practice with her children. Tara has worked with the therapist individually to address her feelings of guilt and anger about the children being removed. Goals for the next renewal period include addressing Tara's guilt she feels when disciplining her children and strengthening the parent-child boundary as evidenced by Tara structuring the session, maintaining control of the children, utilizing time-out consistently and avoiding giving in to the children's demands. Visits will be moved into the home to allow opportunities to practice parenting in a realistic setting. Transitions has obtained approval for this from the caseworker and the children's individual therapists. Transitions will monitor the children for signs of post-traumatic stress as they return to the site of the abuse and will provide therapeutic support. C /GINAL - Attached F Life Skills Program Bid Proposal 002-05 Transitions Psychology Group, LLC Following the renewal period, it is expected that the level of services will decrease from therapeutic to monitored visits by a family member. Therapeutic services would continue at one hour per week to address family issues and maintain safe, nurturing parenting interactions. �� 44,i o(o` i/o Provide&signature Date Attached O Transitions Monthly Report 1 ff' •• • e 4 • . Monthly, Life lReportrapeutic Visitation • �ire 06 y: . Name: Monica Wilson • • se 7 • . Household #: 74724 �'in ; : Caseworker: Amber Dickenson Date: June 30, 2006 Transitions Services Provided this Month: 1/5/06, 1/9/06, 1/11/06, 1/19/06, 1/23/06, 1/26/06, 1/26/06 & 1/30/06. Issues Addressed: • Speaking in more positive terms to the children. • Not using critical statements and using more positive statements instead. • Being specific with commands. • Not grabbing the girls' hands or arms. Dyadic Parent-Child Interaction Coding System (DPICS): The DPICS quantifies the interaction between parent and child. By gathering this type of data, the therapist knows which areas to target with interventions. The DPICS examines the following areas: Descriptive Statement: A descriptive statement is a declarative sentence of phrase that gives an account of the objects, people or activity occurring. Reflective Statement: A statements that repeats or paraphrases the child's verbalizations. Unlabeled Praise: A nonspecific verbalization that expresses a favorable judgment on an activity, product, or attribute of the child. Labeled Praise: A specific verbalization that expresses a favorable judgment on an activity, product, or attribute of the child. Question: A reflective or descriptive comment expressed in a question form. Critical Statement: A verbalization that finds fault with the activities, products, or attributes of the child. Direct Command: A clearly stated direction, demand, or order. Indirect Command: A direction or command stated in a nonspecific or question format. Disruptive Behavior: Any cry, yell, scream, shout, whine, smart talk, or physical or verbal aggression. 1/5/06: DPICS (10 min.) Area Number of Example Statements Descriptive Statement 8 "She's tired right now." "I'm getting the cards ready." ORIGINAL Attached G Transitions Monthly Report 2 "She has to have the green square." Reflective Statement 3 "You like Candy Land." "Yeah, you need to go past him." Unlabeled Praise 3 "Good job." Labeled Praise 1 "Take turns. Very good! You're learning a lot, aren't you?" Questions 11 "Can you get it? "You wanna play that game, Miss Jessica? "Can you sit on my lap while I play with Jessica?" Critical Statement 0 Direct Command 4 "Put it right there." "Flip the card, just one." Indirect Command 7 "Miss Jessica, there's plenty of room on the floor." "Hold on; I gotta get the cards ready." "You will not sit on the board." Disruptive Behavior Parent Response Child's Reaction Jessica steps on the "No, get off." Gets off. game box. Mom has girls on her "Don't jump on my Bounces more and mom tummy as she lies down; tummy." asks her to get off. they start bouncing. Jessica drinking milk "Jessica, don't drink and Walks around a puts milk while walking in the walk; I don't want you to on the table. room. get sick." Child slams door. "We don't slam doors!" No opportunity to correct behavior. In feedback, I asked Monica to start using positive statements. For example, instead of saying, "we don't slam doors!" she can say, "close the door quietly", or instead of"we don't play that way," showing or telling the girls how she does want them to play. Monica was receptive to feedback and noticed that she often thinks in negative terms and believes it is important to start thinking in positive terms, such as what to do "instead of". I told her she will probably notice herself wanting to make the negative command and at that time she can think about the behavior she wants to see and change her response accordingly. 1111/06: DPICS (10 min.) Area Number of Example Statements Descriptive Statement 5 "I think the time out is almost Attached G Transitions Monthly Report 3 done." "It's a little stain." Reflective Statement 5 "He's peddling the bicycle, huh?" "Yeah, you have a pretty skirt." Unlabeled Praise 0 Labeled Praise 0 Questions 19 "Can you sit right here (for the time out)? "What are you doing this afternoon? "Is that the way we act at the table? Critical Statement 0 Direct Command 5 "Finish eating, please." "Miss Brittney, pick up your napkin." Indirect Command 7 "You can sit right here for a minute (time out)." "No, you don't touch that." "Your feet need to go on the ground when we're eating breakfast." The girls had breakfast, cleaned up, read books, drew, and played with toys. Mom asked the girls to share on several occasions and was trying to teach them some good social skills such as sharing and taking turns. Jessica did not like it, but did what mom asked of her. Monica gave one time out to Brittney for pushing her bowl away, but it was unfair because she did not give her a warning. Mom realized this, but I told her to follow through with the time out anyway. As the girls were leaving, mom said, "give me love," to which Jessica answered, "No, I don't want to." Mom said, "You're not going to give me a hug?" After a short time, Jessica said she would, but seemed reluctant. Notes 1/19/06 DPICS (10 min.). Area Number of Example Statements Descriptive Statement 8 "That one smells like a peppermint candy." "I found a belly button." Reflective Statement 1 "You have another one." Unlabeled Praise Labeled Praise Questions 11 "How about that; does that look like a good flipper? "You're smelling them all, Jessica? Attached G Transitions Monthly Report 4 "Can you put it away?" Critical Statement 1 "Miss Jessica Rae, that wasn't very nice." Direct Command 8 "Let me smell." "Pick out the picture you want to color." "Don't put it on your mouth." Indirect Command 10 "You know the rules we have; we put the game away before we get another." "Miss Jessica Rae, that wasn't very nice." "If that's what we're going to do, we have to clean up the whole room." Disruptive Behavior Parent Response Child's Reaction Jessica wants to spray "Jessica, give me the Child hesitates and does the table with cleaner spray! If you dean off the not want to comply. before it is cleaned off. table you can spray. Give Eventually she gave up it to me!" the spray. Brittney stands up on "Get down here the Gets down and tries to toilet to wash hands. proper way. You could get up on the stool with fall off the toilet. You can her sister. wash your hands after your sister." The girls were mainly compliant during the visit. Mom needed to do some correction with the girls, but had only one confrontation with the spray bottle described above. During the visit they played with toys, colored, and with the house. Mom was interested in teaching the girls about colors like, "when you mix red and yellow, what do you get?" Monica is being more specific in her commands with the girls. She also gave the girls choices during the session, which is positive and reflects increased flexibility in the parent. Mom did a good job of getting the girls ready to go, jackets on and everything. Notes 1/23/06 No DPICS: Disruptive Behavior Parent Response Child's Reaction Brittney wants to spray 'No, I already Child gets a time out and more cleaner to clean up sprayed...that's one..." seems a bit confounded. table. Jessica wants to eat Mom gives her the choice Chooses to sit and eat, more cereal after of finishing breakfast or then cleans up and plays. breakfast is over. playing the game. Jessica throws a small "Hey, hey, go pick it up," Picks up the toy. Attached G Transitions Monthly Report 5 toy across room in grouchy tone. Child spills milk on bean "Hey, hey, get a napkin Child cleans it up. bag. and wipe it up, right now," (grouchy). Child's nose is running. "You need to blow your Blows her nose. nose and stop eating your boogers. That's gross." (grouchy) Brittney arrived pouting, though I could not understand what she was pouting about. Monica notice too and asked her what was wrong. In the visit, they had breakfast, played a game, and watched a Care Bear video. Mom snuggled up with the girls during the video. Monica seemed grouchy with the girls today. She did not seem grouchy in general, but when she wanted to make any kind of request or correct the girls, she used a demanding tone of voice. Last week we talked about letting the girls know that you are the boss when they are defiant or noncompliant, but Monica seems to be taking a stern approach when it isn't necessary. In feedback, we talked about Monica becoming "bossy" again. I tried to show her a few spots on the video, but she became defensive and was not receptive to feedback. Notes 1/30/06: DPICS (10 min.) Area Number of Example Statements Descriptive Statement 13 "I talked with sissy Kendra last night and she's really sick." "Momma's back hurts; I've been lifting things 3 times as big as you." Reflective Statement 1 Unlabeled Praise 0 Labeled Praise 1 "Good job! You ate it all gone." Questions 13 "Do we all want cereal today? "How was your weekend; did you have fun?" "What did you guys do this weekend? Critical Statement 1 "I don't think so, that's not very nice." Direct Command 7 "Don't move the table." "Please sit right in the chair, Miss Brittney." "Don't play with your food, just set it on the table." Indirect Command 6 "Let me know when you want milk." "Don't, Miss Brittney!" Attached G Transitions Monthly Report 6 Disruptive Behavior Parent Response Child's Reaction Brittney attempts to leave "That's one...do you want Opens door. the room. to have a time out!?" Starts to leave the room. "Miss Brittney!" Leaves room and mom follows her out; I tell mom, "rely on the time out system; it works." Mom was somewhat short-tempered in this session again today. She was not relying on the time out system, so I reminded her to use it. She was also using critical statements such as, "You don't do that! That was not nice at all!" In feedback, I asked Monica to be more specific and to tone down her voice. For example, instead of"That's not nice" she can say, "Do not throw toys. That's one." Monica also used some confusing statements in the visit. For example, she said, "You're standing on me (irritated)" followed by, "is that fun? Can you please get down? at the end of the visit, Jessica was hugging the animals saying she would miss them. She was also asking for her sissy Kendra saying she misses her. At one point in the visit, Monica grabbed Brittney's hand and told her, "You need to sit down and eat." I reiterated to Monica that she is not to grab the children's hands or arms. When the children are in danger, she can scoop them up, but in no instance is she to grab their arms, because this is when children get hurt and a sign that Monica is loosing her cool. Areas to focus on: • Getting back to using time outs effectively and fairly. • Using positive reinforcement. • Continue: Managing personal and parent stress better. Areas of progress: • Used giving choices. • Was more specific in commands and used clearer communication on a few occasion Discharge plan: Anticipated discharge date: August 31, 2006. Sam Ri , MA, P Mtached Z. TY0.hsi11Oy15 WELD COUNTY AUTHORIZATION FOR CONTRACTUAL SERVICES Date: 02/28/06 Provider: Transitions Psychology Group, LLC Billing Contact: Karel Longan Phone #: _970-336-1123 Address: 804 11`h Avenue Greeley, CO 80631 Description of Services: Lifeskills Service Month / Year 02/06 Charges: $ 2425.00 I CERTIFY THE SERVICE AUTHORIZED WAS PROVIDED ON THE DATE INDICATED AND THE CHARGES ARE MADE PURSUANT TO A BONA FIDE CONTRACT BETWEEN ME AND THE WELD COUNTY DEPARTMENT OF SOCIAL SERVICES. Printed ICIaae of Signer rovide ignature Date AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA FOR COUNTY USE ONLY: Approvals: / / Core Caseworker Date Director Date AMOUNT PAYABLE: $ ANY CHANGES LISTED BELOW: Client/ID/Miff Billed Amt Denied Paid Reason ORIGINAL Transitions Psychology Group, LLC Invoice 804 11th Avenue Greeley, CO 80631 Date Invoice It 2/28/2006 440 Bill To WCDSS--Lifeskills PO Box A Greeley,CO 80632 Due Date 3/31/2006 Family Name HH# Qty Item Rate Amount Dale,Juan 12345 1 LS06 97.00 97.00 Dale.Julio 25887 3 LS06 97.00 291.00 Annerson, Flower 55548 5 LS06 97.00 485.00 Nickolas.Tom 54654 7 LS06 97.00 679.00 Peterson.Hans 55555 9 LS06 97.00 873.00 / L �/' (� Total $2,425.00 N U U P E , N Oct H n a 11 55 rei oo 0 T b) el M. co, 0. O� • a o _ 2 za C.) V) A E d z 0 OS o o O. 0 00 N U CV M c N C N U O N.N U W ,G y z F. RA U O v o d o cam'.. U den E E v N U U• AN O O 'x E j y T N U y N Or• ' 11 Lx R >, 2cl N N U Q U G .� et W 4.. 13 c.; Lin rn0 v0 v • U O J Cr, k h ow t> c) W U z W O Q GO T V] r, zC ^ E O co O O '., [l. O d ^ C C 0 O O O O W � LC .J E z 2 O O '/� D` M [— N N 7 b 0000 1 a c4 o m - 2 U r, ^ L E - O = ¢ V) 0" 0 0 0 0 0 '• � • M Qa O Or rte- D1 U P Q\ ON ct {i� y O N N 0 30: cl ? C x oE U e v 3 Y x 3 3ct x °' o ,�� E i 74 F o v o 3 N L I, U U F 1 O N N N w N G F .4T VI ch0. N — O W Z w0 0 N Z t • o 0 i co 0 CU o W U a U s ¢ x 4. — en V1 N 0, N t gV o W O V] > R 'O O O O O V W a q G O co — v1 W W 4' 0 N M N 0 alel Q W en 0 0 0 0 N z W U— v g W > 0 0 0 0 0 0 0 0 0 o s ^ - � • U a '' N N �, N a � cz F CL. W - 0 0 N N z o z k , ro ^ Io v, h W 6. ©U ' w '� ket a WI '2 VI ' o d A Q.; o cu It 0 0 0 0 0E W = a o,o do o � w C.) al ag wa Z �, co in �, U cn = M co7 co V in vi " d X ten 1/410 Y1 y X N CV kr) h 'Cr 0• 0E U at v U a ticol o `0 E d 03 NE cc � Tz Z t 6 c k. o ff Oct' a s o c O a , o ^' cn a a' o o Z a OF U O o O. a y Lj C) V) T0 . U N 7 F U '> a O N N NI M b 0. .. 73. a O 0 7 W R! V) U W M 0. U O A > < y Ch V U N N i U V) y Q F y 2 a y a) k. a L0 O U `n C7 � d go y U 7 •m a o. E U E. O ❑ X N W o < LI T -R! o a O o y — vt a O Z O N Li.O fFSG W N yo 0.v., = E t U ^ M N - 4 ��' F " ° �n o :o U a o p0 04 c x ai c 7,1 o 3 u ti a o 0 o y -oY a U � c ° O o U • 3) v r. E O ^ y PA 0. E xi � „ r u. H 0 000 o y ai� C7 O .00 'E c° 442 rea p 7 moo vo 10 ,o 0 O o u c° 0 0 0 0 0 O. N F g g 73 Ct 0 O M O o W c0i C ' 0C C ,Z H 4 .N. N O O O 'd O N —off xv V >, 0.' w 'g N `n A a 'c > 0 7 Co xq o " a `n O w 'o U o v.. F •1 s• o. c Z b`4( is y 0 2 w 7 0 O — c. E y U O O > U N 2 v .« FCC W c c a; y o W y O D H0 0. tic L 9 7 y0 F CU W • ° 0 0 r4 o E o cn a It o.nr W o Cr g U• C.') y 'U Uci ‘0 'o "p E. 7 O a a O O 0 Is y = U ❑ A Cl) ° N - O M O a Q N M N N y 00 0 O O 0 0 0 yC v G N 'O W ,. •C a N E o4 0O CC0 .-a cs y a N o F' n`b x '€ F :a ` U o y 6 6 C 3 y 0 F F U 0 O < r�.. Z a C 0 F °~ CI tv. O i. I. It E C O L O .+ C w y .. U G O , W a CIJ E C G «3 0. I o in '4.0. L c o o v. au g 5 `66 0y g w s 0 C R c�� tA -E f. •I•, a •O r. Uo 0 `n Z .y w C o o c F z d U c � gt ai yy v U U v a) Uk F- > = E c o. L (n a) y E `' s.) N I E O c0 4's F u, ea ai 4. U Z s 0 > • I •v Yc iwr +' 'O � b a NNM .a o 3 � 0 N o G a 3 C, 4o eo � U � Iii L E �. ..... Q c .. 0 in •- 'C f2-' > OM E yN cd U ,. ,o Q > N CO a�i in''' o iyy, E cn w F g e y obi = 'w .o a .� 3 U > e G v \ C n it V1 . esi � E g U C. = pUmr�i o W .0 o Z .- E v y^' o� _ v. y L Q1 IA a, — w ai w . as o . o 0 •H •Z .0w & '� O o4wa °' _ E o 4, co E- r•- a w o 0 •3 ° a i1Ir1 E-C •�••, O > G llIII0 : : N r •� • •O ao `. -0gi).E Qy u -o y rn 5 ai•: t) v �' O E Q 0 a) ;n E E' o v .°cb > . = > >, �' e .8 ._= z — ) v Z — 'v a o U • 15 O •..mac°? 'n CV 0 C O E p b inI o s 4r a c N v .�[lEc s o E 0 � 0 ' c . o _o cat T a p• T a R OO C .5 +U+ c -O -oo N CcG N C aa) a+ .y It os Pzi es GO a A O Z '� ' b N C- o a•. o zs x 0� r 0. b s GJ O O ' 0 O-- Cr) U et F. MI to 44 g a.) QC o 15 e a) o 0i 0-• 0 oo F ea ai y U r Z N N ~ - N .- N -a 4° s. 0 L a n H = oo c• o °° `° ` a0i 3 5 EL. in N O > H a - •-• V N ..+ C ° •0 O 0 +r7 �+ n O .0 C a) y ° w 1 00) Cj > X Ii I�, •u., to eel a• Q EF-1 I > ^ co Q � h o r4; °' U Cn rsi 4 ° a •'� � U Cl. Y a.SLI U � M V� s '� E baA ' — C E �. � � GT4 .a v Z •N N s o O r' n 11 U 0 To � ¢o. > �- w >°. xu � o � w' oo W � � a, � > E gTs0 04 N •a. 0 E ° �Y j o OQ W aw O a' s ° `-. = (� o, aLi w o c '3 0 0 Z o to R R c e..) a a O s L. w 4- •+r 'a 4 •• u v Q j . jI M di .2ry- ' vy o SJ •v � •v4. a U p� at "j O E � R CO a) 0Fzi0 Zc ( a. X m • -O ,c..) .F. Z .0r a y ,° o _r, E 0 ° O C 'o CI 6° v > 2 `o. 2. r a .E o° o 0 c U 8 3 0 a. 42 di 10 18 v c ° `` U i oC Cl) o co a Q ai `" J y y N O w u �O o v at a a) �„ cdo rn O L. ° a) w . 'd CS a� cV. CC H a .f-. —. \ •• •0 N 42 U ° o gE m a • w z c 0 > 0 ° c C Z E x 2 z a F. b a :9 . o d y a) c1 4. U •� X E° . a) � • E c as y y a) vo co En E A INIMI o v o ., W CD = .C y O. 00 Cn o, F. . y X) 0 `E U Z'ka .�a� O • -o n -p �O r `,... •> • 'O 6' U N M ti.4 c a CL) a' a 00 b. a) $ C a . >, .� O >C o v Ga c Q[� iI o, Q y c .L v 0 in-- • 0 C r,,••, cE y' �5 s -c �c ayi .�? 3 °• •Icx, O 6 � > a�i40 oQ � v, ° c � -o �- U z l� V a • V M vb z o u •0Mo o 0 ar E a v •E Q°' > EiGi oq I. 0CD O4) a) ax w a) L ... t; a> V1 ° �' "ag U O r. y E O ' 4O C� 4 [0O Z o C v m c � � 0 e E wo 0 o " a = .� .c 5 C.,) 4.- °- 41 i R i �, o r •. 0 c A. •7, y M ° o0 6 E4. `'J O . E U U a. Q O U .0 es 6 e.+ 0. .g,6 :n y �+ di U di i.: .c o - Q N •0 is d 0 1 o U Q U ? �J 0. D a U •O '� b4 at °) 071 �.i 0 y O ≥ . ' -o y 2 co y �'' N V ° o = " E a U -- •o (�. c Z .o ck a x CA E") .S. z .0 �1 0. a) G 0 y J. yyy I cC) O J CO) y , cn 4.-. C w L a) i •iii /{\ \ O Cd (1., Q O 6-91 4.. U p U V > 0. 7 U vi at of w U y O CG = E m a cn Gr. at pp O 0 z .eO p ' y v O +. ipoiO Ox o C A r. 9 U �j a) U `O Q U O U a� U Ex F- .? m 5, aoi d d C -3 >, O O Er •a+H .0 a7 y V -b c;I4 1 s _ aoi 3Mo U w 3�. V '' o y v y >1 .0 O ✓1 g Rh ° FcU� 3 °L' a V N t= 4 A O U c .� -E OW U Cr c° F" a0i a�i .y 0 III U Co M 0 U cti Z c U o ,,,3 oar o s •Ei= 6 0 C0WI tea.' , a: o � '›VI 04 y � c p. C E,-: L Lei E c `v N o [ ta: H �-- y 2 O O G 8 U �O ,O "CI CL ^ U �' ay. " C 'O eQ �p T U 1 •` a) = y a) = U N w ,^.- (1' ' y 0 'co e I .• 0 J V i. F •c ,o +..`J' •o -O 6 +aa> ayi c`' (�/) Pj a, a, > C O. �2, ,J 0O0 = U v o "I 1 ^ d a to vi ! , ca DA •U d I C C �...,` .c as .C "-. as E o a, r v u = t Q Ni v be 2 a) ICI V C�-73 4 �' a. •cl =.. •. U ' E = U •v C 8 Z .6 cn = 7) V 5 � 6 I Z � v� _- 1 1 0 W y CA E y o 6l ...= n C o• > o c, E w E o o a 15 H v o 3 o~ 0 .r O •y 003 a1 (CU y L CAfA E ti v O 2' ai 4).. 4%‘ d u C3 v o s R 4,,• a- E a`) ° 4, Z oR cV o 0 o ZE __ c a) F °' P.:t a0 c -c '� V a6i k F- t R (n a)i /O 1-..1 - O I y 5t >, E �1.'"i‘w o 0 e0 0. 0 00 Q) N t. •— y 'fl �o 'w., U N -d v 6' d N "� ..a > a) 3 M O n o� �, n i 0 C _ J o a 1ooc` O Ar a> '•. '`4 Q N a ' u 3 � c2 S U u. G Ucs es C] c ca U la. � tom+ d T N i-., 0. — p C 0 •U 8 N a u b4 y ..D • w �' a ,73 2 w• ,O y •U U 3 O O K a c. 0 \ r. C oocUQ EF y .c 0Q ^ In O coi a>i a z cA aa. a v U Q, a 0. XI 00 E .9.' c EU ^ cn o U c � z E U ° �,, o ≥ o U L 0 0 e a o 0, yap ❑ x � W r� y T .U., o O '. LC) 0 0 Cl) i• ea c4 o y > ,i' C • a. O 1. I.• - ti 1 a •o o Z c 'o t003) - 0 CO -' y U ea C -% 0 0 C E .0. o id ai c ai •_� i, �' y N �M ti U > y —'1— 2 o .0 I 1 :� � �s a • a V °� ; db z r � g � gl — 4- a • E y tea�++ y p, el O ,13 . . CO E Cl Q. O v •o .-, i40.,) u ill cio a0 a E I (� QN ° "" U o O .�7d CO O {(� o > a� w 0 LA orb z r x _ z .0 � • • Healthcare Providers Service CNAOrganization Purchasing� Group y DupCO CNA Plaza, (Certificate of N.1leuranceu..- Chicago,IL 60685 OCCURRENCE POLICY FORM Producer Branch Prefix Policy Number Policy Period from: 12:01 AM Standard Time on; 07/04/05 018098 970 HPG 270170686-8 to: 12:01 AM Standard Time on: 07/04/06 , Named Insured and Address Program Administrator Healthcare Providers Service Organization GREGORY S CREED 159 East County Line Road 804 11TH AVE Hatboro, PA 19040-1218 GREELEY CO 80631-3246 Medical Specialty: Code: Insurance Provided by Clinical Counselor/LPCC 72990 American Casualty Co. of Reading, PA CNA Plaza 26S Chicago, IL 60685 COVERAGE PARTS LIMITS OF LIABILITY A. PROFESSIONAL LIABILITY Professional Liability $1,000,000.00 each claim , $6,000,000.00 aggregate Good Samaritan Liability Included above Personal Injury Liability Included above Malplacement Liability Included above B. Coverage Extensions License Protection $10,000.00 per proceeding $25,000.00 aggregate Defendant Expense Benefit $10,000.00 aggregate Deposition Representation $2,500.00 per deposition $5,000.00 aggregate Assault $10,000 .00 per incident $25,000.00 aggregate Medical Payments $2,000 .00 per person $100,000.00 aggregate First Aid $2,500.00 aggregate Damage to Property of Others $500.00 per incident $10,000.00 aggregate C. WORKPLACE LIABILITY Coverage part C. does not apply if Coverage part D. is made part of this policy. Workplace Liability Included in A. Professional Liability Limit shown above Fire and Water Legal Liability Included above subject to $150,000 sub-limit Personal Liability I $1,000,000.00 aggregate D. GENERAL LIABILITY Coverage parr D. does riot apply if Coverage part C. is made part of this policy. Workplace Liability None l None Hired Auto & Non Owned Auto None Fire & Water Legal Liability None None Personal Liability ' None • Total Premium $330.00 Policy forms and endorsements attached at inception QUESTIONS? CALL: 1-800-982-9491 G-121500C G-121501C G-121503C G-145184-A G-147292-A G-144872-A G-123846C-05 ' Healthcare Providers Service Organization is a division of Affinity Insurance Service.,Inc.,in NY ar,d NH,MS Affinity Insurance Agency:in MN and OK,MS Affuuty Insurance Agency,Inc.;and in CA,MS Affinity Insurance Agency.Inc.dba Aon Direct Insurance Administrators License s079546S. Master Policy: 188711433 Keep this ei ecument in a safe place. This and your cancclfid check act as proof of coverage. CAlr./14,. ��2 ttr Chairman of the Boar Secretary 604 XX 0000098-R 050321 RENHCP 1/05 R1C3HH 05080 CNA Healthcare Providers Service • Organization Purchasing Group HPSO �Ayr $t ,��.�yy '*y a�y� j�CNA Plaza, L L t t L `tt to o f N U s U L a U 1- Chicago, IL 60685 OCCURRENCE POLICY FORM Producer Branch Prefix Policy Number Policy Period from: 12:01 AM standard Time on: 07/04/05 018098 970 HPG 270170798-8 to: 12:01 AM Standard Time on: 07/04/06 Named Insured and Address Program Administrator Healthcare Providers Service Organization JAMI MOE HARTMAN 159 East County Line Road 804 11TH AVE Hatboro, PA 19040-1218 GREELEY CO 80631-3246 Medical Specialty: Code: Insurance Provided by Clinical Counselor/LPCC 72990 American Casualty Co. of Reading, PA CNA Plaza 265 Chicago, IL 60685 COVERAGE PARTS LIMITS OF LIABILITY A. PROFESSIONAL LIABILITY Professional Liability $1,000,000.00 each claim $6,000,000.00 aggregate Good Samaritan Liability Included above Personal Injury Liability Included above Malplacement Liability Included above B. Coverage Extensions License Protection $10,000.00 per proceeding $25,000.00 aggregate Defendant Expense Benefit $10,000.00 aggregate Deposition Representation $2,500.00 per deposition I $5,000.00 aggregate Assault $10,000.00 per incident $25,000.00 aggregate Medical Payments $2,000.00 per person $100,000.00 aggregate First Aid $2,500.00 aggregate Damage to Property of Others $500.00 per incident $10,000.00 aggregate C. WORKPLACE LIABILITY Coverage parr C. does not apply if Coverage part D. is made part of this policy. Workplace Liability Included in A. Professional Liability Limit shown above Fire and Water Legal Liability Included above subject to $150,000 sub-limit Personal Liability I $1,000,000.00 aggregate D. GENERAL LIABILITY Coverage parr l). does not apply if Coverage pan C. is made part of this policy. Workplace Liability None None Hired Auto & Non Owned Auto None Fire & Water Legal Liability None None Personal Liability i None Total Premium $330.00 Policy forms and endorsements attached at inception QUESTIONS? CALL: 1-800-982-9491 G-1215000 G-121501c G-121503O G-145184-A G-147292-A G-144872-A G-123846C-05 Healthcare Providers Service Organization is a division of Adimty Irentraace Services.Inc;in NY and NH.AIS Affinity Insurance Agency;in MN and OK AIS Affinity Insurance Agency,Inc.;and in CA,AIS Affinity Insurance Agency,Inc.dba Ann Direct Insurance Administrant.;License t#u79Si65. Master Policy: 188711433 Keep this document in a safe lace. This and I /4.4 ill.4t.. ]`+�''` your cancelled check act asp proof of coverage. Chairman of the Boar Secretary 604 XX 0000099-R 050321 RENHCP 1/05 R1C31I11 05080 i Lo N gIZZIC \ O. °o § O \ } ( 7 } } \ 2 a to li O c0 § § ! § } & /co to \ 7 \ ; \ } , to 1WCI>LI § k \ } } La a } N § ) ® © w(ID _ _ a a : a _ ® ® 69 ® - § CO k co co 2 } ; , _ � 69 \ _ & 7 ca ° 79 , a \ 0 I CO CC 0 7 _ \ \ z } _ + 2 + tu 0 ) co cu \ \ 3 6 \ ) re Lil 0. ) § ( W § 2 ( r b LU ) } / ) i n CC CC co co 0 w R Z > j I ) 0 16 - \ § § 0 § 05 0 S § i } § CC( u_ co coU) j m o co ( co ry UJ- w 2 0 cc 0 \ y \ § } ° / § § § : 7e z 7 r ® * k / 6 § / 7 2 k § 2 ) 5 § 0 \ CO 0 CC f @ I- ) CO ) co\ § ® P ® Hk w . a H ) H CO 0 > ) 0 ) H § e / . 0 u 0 0 R i2 88888888888888 8 888888 8 8 .qcu 28282822222822 8 222222 2 2 � 0 0 201-z 0 xo,a .03 W 88888888888888 8 888888 8 8 `°22228ae0000°2 8 222222 2 0 z 8 8 8 8 f,i § a a 'vE xWo R LL 88888888888888 8 888888 8 8 4oU m 80000022222822 8 223882 2 8 �� i w' 0 sot I a 8 8 8 F 88888888888888 8 888888 8 8 ' u §2222222222222 § 888222 2 § 10 o n W25 w 8 8 8 8 :°g 4 R a i C5 8 y x n W '- 88888888888888 8 888888 8 8 ob 8p 82288»22222 5 2228»» 2 V g j o W Luz. 8 8 8 #s 8 n y 8 8 F ow 8 2 w x�a €, C 88888888888888 8 888888 8 8 8 to- 2 82282222222222 8 222222 8 8 illg 8» a a 0 g 2.. es 8 P2g o 8 Xiu I c o`g 2;222222222222 222242 88888888888888 8 8 8 '`s 2s 22222828822 8 2 8 88 A '2m 8sL. E; 2e QQ4466 uu 3SZ 2a`a 0 0 V 2 J u. 2, W W 6 , Z E'.i 0 6 S K ~ I 4 a K O i 1 0 8 O O 8. 0 W Q y U K C 0 a 0 N p N y o a u V C L.0 Q V 0 q U U ZZ 81g`j yu y�y�jj 0 J J 2 g C $ K 0' r Go 4 'a 'a ill ; 4 w o 0 D o w 2 0 2 0 , , Q 0 V W 0 U e p in o 88888888888888 8 8888888 8 ¢p 0 w w wwow w w w sowwow w ww m so w ww sow w w ww o so w O � y a W F O wz u ZQ 2 X N n 12 88888888888888 8 8888888 8 N gip niowwo22A2ss»»,8222»» 8 w,8222ww 8 yaw »4343 q w x 0 0 Wz9 Stag g g 20A w O p p.� dLL m 8 8 w w - § *u,. o p p p p Opp O p p p O O 8 p O p p p p p p 8 8 8 8 8 8 8 8 8 8 88 8 8 8 8 8 8 8 8 8 8 Ts po °888 2»,8512,82»w 2 2251222» m 208 0miw b b „Qw »» w » F O nciN 8 2822 i .0,,,,, w XOWO NWO. t N q N T wogm 88888888888888 8 8888888 n 2 w 2 2 2 2 2 g N N 2 2 p 2 2 2 2 w»N p NQ,aW 0 20 W gUU8 n w 8P1-2 4 X s Or& W i X G T N 88888888888888 8 8888888 8 LL 0Q o 0 e§Si 8 2 w w»w 2 2 2 2 2 gz gel wgwwwww ry O y Q w p N w w 8 F W 0 a P.m = 8 C 8C w z z 0 N rR 8 8 Y T S A w OZ X N n o ~ `n r 88888888888888 51 8888888 8 p c2(.1 No 2.22222222222 2222,8 ,8 U ,n wq» w Z F - » » E 0 O W f m ggg m R a soot " 8 RRRR R w x...m w E m m w i 0 r guO wwww0000000000 000000 TTTTzzzzzzzzzz zzzzzz J a ` 88888888888888 8 8 8 qag ta 8$$202222,8,8512 2 2 "� 888' Vc » r^ w m tIL. a qqo VI 222 i 7 N yy E 'au gs W W W U U a LL u u N W x o O a OF m U U 0 a C 2 K uQ LL W 2 0 O f f T O P w s e2 2a LL T U w W N p K LL 0 O 'z W 0 T W d K C N U w 0 a w m o N N U y> w w 0 w LL 66 6 U j m O n 5i f0 W a � Nxg W W J 0 m ypj W W 0 x 0 0 0 5 x U U x F G G O O r E C F x H O O O S� � O OF �a 6 N 0 , 0 co o w N woa 888888888888888888 8 8 8 a 0 a UO K » ow»w w w w w w » » gee J6 1 > Of fug 8 J6 40 at,- o ofa 08O888p88888888888888 cps8 8 8 W o▪ +6' N O q w »w M S N N w w ` 6� X » 8 $ $ w w w :a a w� > 4▪, o»acwNwo»oay.o Jz J6 co el- -co__: I-. > O p p p p p p p O p O O O O p p p p 8 8 p p N 2 W O 8.O,8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 a0= " 8 8 §0 OIO O88r O0'w»www o § 0 g a M 8 w S » •"1.-,3,2a, 3 w 8 ▪ iO jF w� ggggggigglgg U4O 0 G O» O»»»R»0 0»O OZ Ja J sppppppOOOpp ppppp 8 O Na o8o8 p8p88O8O8888p888 Q8Q88888 O 017,2 A W U K W ry O»N N N b§8§§§ry O O O o O Q �'• �� 5 8 8 8 w»38 5»p�»»»3w w u`5» w co . x a a `^ '4- I— a wg i L.T. > O z uco o » RRRSR88 Ja QO CO f N_ OO pp OOpp. 0p 0O 0O 0O 0O OO: OO OO OO pp pp pp.pp 8 8 O en F 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 o 081-2 08 a 8 8 8 8 »s »»»» $ s a oLuw W J rc ‘r7, W a Lag al 'o oI ggggggggggg s a s a0 `38S38848888gcSe. z o Ja a0 L0▪2 in Q 58�p88888888888888888 88 8 WUK L $i�A8wSm88�p»»�swwq P § ccci Q OO N 8 8 8 wLO vaO E w „ 0 www w w w a w2 i > O wg SgSUHHHsUUUa co RRBR'Rg8.20r30RR 90 00 Ja J ▪° x Oo Y Y Y p Y p}p T}p)p pT p p T p T 2 2 Z Z 8 Z pp J N 88888R8Q88888¢88528 8 I- I- 00 §k§,§a,1fs§24§kgVtS 8 8 O 8 8 2 0 1 w d a. a 0 W 6 W a C a. O Q 1 K H V 0 K a r O Q O N N y K 0 < 0 a 2 O U 0 6 o 0 8 a N W W J a 0' i @@@ 0 V 0 J J O OW '8? > 2 > U U t .ry y O 6 O J J J Z y$$yrr 'C $ J J J O F F ; W G. Vi- F F F 6 0 0 0 >0w ,- rW .N-2 O E.O O R I !t Q 0 0 0 - Weld County Department of Social Services Notification of Financial Assistance Award for Families,Youth and Children Commission(Core)Funds Type of Action Contract Award No. X Initial Award 06-CORE-LS 0007 Revision (RFP-PAC-06005; 06LS11) Contract Award Period Name and Address of Contractor Lutheran Family Services of Colorado Beginning 06/01/2006 and Life Skills Program Ending 05/31/2007 3800 Automation Way, Suite 200 Fort Collins, CO 80525 Computation of Awards Description Unit of Service The issuance of the Notification of Financial Assistance Award is based upon your Request for Program's mission is to maintain families as Proposal(RFP). The RFP specifies the scope of safe, stable and nurturing units.The program is services and conditions of award. Except where it is designed to strengthen and preserve families by in conflict with this NOFAA in which case the providing home-based services for a limited NOFAA governs, the RFP upon which this award is length of time using flexible, individualized based is an integral part of the action. service modalities as appropriate based on the Special conditions family's strengths and needs. Practitioners in the program serve as parenting coaches and 1) Reimbursement for the Unit of Services will be based facilitators of change. Each family is budgeted on an hourly rate per child or per family. for two hours of services per week, an average 2) The hourly rate will be paid for only direct face-to- of 10 to 12 weeks, three hours per week per face contact with the child and/or family, as family for a total of six to eight hours per week. evidenced by client-signed verification form, and as Bilingual and South County Services. specified in the unit of cost computation. 3) Unit of service costs cannot exceed the hourly and Cost Per Unit of Service yearly cost per child and/or family. 4) Payment will only be remitted on cases open with, Hourly Rate Per and referrals made by the Weld County Department Treatment Package $85.91 of Social Services. Court Testimony $60.00 5) Requests for payment must be an original submitted to the Weld County Department of Social Services by the end of the 25th calendar day following the end of Enclosures: the month of service. The provider must submit X Signed RFP: Exhibit A requests for payment on forms approved by Weld Supplemental Narrative to RFP: Exhibit B County Department of Social Services. Recommendation(s) 6) The Contractor will notify the Department of any Conditions of Approval changes in staff at the time of the change. Approvals: Program Official: By By M. J. Gei e, Chair Judy Grieg Direct° Board of Weld County Commissioners Weld our epartme t of Social Services Date: JUN 14 2006 Date: Q)Commissioners ,Aleeg -/607 INVITATION TO BID OFF SYSTEM BID 001-06 (06005-06011 and 006-00,A, B, & C) DATE: March 1, 2006 BID NO: RFP-FYC-06005 RETURN BID TO: Pat Persichino, Director of General Services 915 10th Street, P.O. Box 758, Greeley,CO 80632 ------------ SUMMARY Request for Proposal(RFP-FYC-06005) for:Colorado Family Preservation Act--Life Skills Program Emergency Assistance Program Deadline: March 31, 2006, Friday, 10:00 a.m. The Families, Youth and Children Commission, an advisory commission to Social Services, announces that applications will be accepted for approved providers pursuant to the Board of Weld County Commissioners' authority under the Colorado Family Preservation Program Act(C.R.S. 26-5.5-101) and Emergency Assistance for Families with Children at Imminent Risk of Out-of-Home Placement Act(C.R.S. 26-5.3-101). The Families, Youth and Children Commission wishes to approve services targeted to run from June 1, 2006, through May 31, 2007, at specific rates for different types of services,the county will authorize approved providers and rates for services only. The Life Skills Program must provide services that focus on teaching life skills, which are designed to improve household management competency, parental competency, family conflict management and effectively access community resources. This program announcement consists of five parts, as follows: PART A...Administrative Information PART D...Bidder Response Format PART B...Background, Overview and Goals PART E...Bid Evaluation Process PART C...Statement of Work Delivery Date (After receipt of order) BID MUST BE SIGNED IN INK «/t5 TYPED OR D SIGNATURE VENDOR Lutheran Family Services of C0 v/BEd (Name) n written Si ature y Authorized O cer or nt of ender ADDRESS 3800 Automation Way, Suite 2 TITLE Fort Collins, CO 80525 DATEc..5/4,.7 PHONE# (970) 266-1788 The above bid is subject to Terms and Conditions as attached hereto and incorporated. Page 1 of 41 Bid 002-05 (RFP-FYC-06005) Attached A LIFE SKILLS PROGRAM BID PROPOSAL AND REQUEST FOR CONTINUATION OF AWARD UNDER CORE SERVICES FUNDING EMERGENCY ASSISTANCE PROGRAM 2006/2007 BID PROPOSAL APPLICATION PROGRAM FUNDS YEAR 2006-2007 BID 002-05 (06005) NAME OF AGENCY: Lutheran Family Services of Colorado ADDRESS: 3800 Automation Way, Suite 200 Fort Collins, CO 80525 PHONE: (970) 266-1788 CONTACT PERSON: Sherre DeManche TITLE: Program Director DESCRIPTION OF FAMILY PRESERVATION PROGRAM CATEGORY: The Life Skills Program Category must provide services that focus on teaching life skills designed to facilitate implementation of the case plan by improving household management competency,parental competency, family conflict management,effectively accessing community resources, and encouraging goal setting and pro-social values. 12-Month approximate Project Dates: 12-month contract with actual time lines of: Start June 1,2006 Start End May 31.2007 End TITLE OF PROJECT: - Based Pare g Co ch Program — Life Skills Sheree DeManche 3/30/06 Name and Signature of rson Pre ocument J Date James Barclay 3/30/06 Name and Signature Chief Adnifitev plicant ency Date ORY PR OSAL REQUIREMENTS For both new bids,and renewal bids,please initial to indicate that the following required sections are included in this Proposal for Bid. ft 'L (Project Description Target/Eligibility Populations n-t'1' Types of services Provided Measurable Outcomes Service Objectives ;\)Lty Workload Standards ,r\1,P Proof of Collaboration pi-A: Evidenced-based Outcomes L4 Staff Qualifications ,i4-1 Unit of Service Rate Computation 4-Billing Process -6047Program Capacity per Month j;Certificate of Insurance Assurance Statement Page 29 of 41 Core Services Proposal - Life Skills Program RFP-FYC-06005 Home-Based Parenting Coach Program Lutheran Family Services of Colorado PROJECT DESCRIPTION Lutheran Family Services of Colorado(LFS)is a community-based agency with an experienced staff that offers a wide range of services to children,families and adults. It is a nonprofit agency that has provided human services in Colorado since 1948. Although the agency was established as an affiliate of the Lutheran Church, it is an equal opportunity agency that provides services to all individuals without consideration of religious beliefs, race, ethnicity,gender or economic status. Home-Based Parenting Coach Program Lutheran Family Services' Home-Based Parenting Coach Program is a component of a comprehensive array of family preservation services offered by LFS,the mission of which is to maintain families as safe, stable and nurturing units. The purpose of this program is to serve families who are either at risk of having children placed in foster care or who have recently been reunified following the children's out-of-home placement. This program is designed to strengthen and preserve families by providing a home-based service for a limited length of time using flexible, individualized service modalities as appropriate based on the family's strengths and needs. Skills taught and modeled in the home by Parenting Coaches are designed to do the following: create a safe, stable, and nurturing family environment; promote the safety and well-being of children and families; maintain and build upon family connections and supportive resources; reduce isolation; assist parents in developing appropriate parenting techniques; improve individual and family functioning; improve family interactions; improve household management skills; prevent, reduce, or eliminate behaviors that may place a child or family at risk; and prevent unnecessary out-of-home placements. Practitioners in the program will serve as Parenting Coaches and facilitators of change, encouraging and supporting the family in meeting jointly defined goals while working toward self- sufficiency. The Home-Based Parenting Coach Program combines all of the elements listed below and promotes the belief that in order for families to begin behavioral change,the coaches must strengthen those positive techniques the family already utilizes. Many problem behaviors stem from families having never learned to consistently apply their strengths across a broad spectrum of situations and settings such as home,work, school, etc. Elements included: • Short Term (approximately 10 weeks of service duration) • Intensive(a range of 1 to 3 hours of direct service weekly) • Home-Based (service is provided in the family's natural environment) • Individualized intervention focuses on the family's specific strengths and needs • Skill-Based (comprehensive skills are taught and modeled in a step-by-step method) • Competency-Based (length of intervention determined by the family's achieved level of competency in utilizing and generalizing the skills taught and modeled) • Strength-Oriented(intervention builds on behavioral strengths of family members) • Family and Coach as partners(emphasizes relationship between family and Coach; intervention based on family's expertise) II. TARGET/ELIGIBILITY POPULATION Because referrals come to LFS from Weld County Department of Social Services(DSS)caseworkers,the decision that a child is at imminent risk of out-of-home placement has been made prior to the referral of the family to LFS for Parenting Coach services. However, if during the process of working with a family unit an LFS staff member feels that a child is in imminent danger,we will immediately contact Weld County DSS to discuss the conditions that exist in the family to determine whether they meet the criteria as defined in 26- 5.3-103(2), C.R.S. LFS is strongly committed to upholding the Core Services Program primary goals of preventing imminent placement of children and reunifying children in placement with their families. The Home-Based Parenting Coach Program is intended to serve families who are either currently at risk of having children placed within the custody of DSS or who have recently been reunified. LFS considers that the families who are the appropriate target population for this program are those in which family members are facing problems that have affected their well being, safety, psychosocial growth and development, and family stability. These are families that may benefit from basic life-skills training, parent coaching and assistance with community resource connections This program is not intended to treat marital problems/instability or chronic mental health issues. A. Total number of clients served: 80 individuals in 20 families Based on last year's statistics,we estimate that there will be an average of four family members per family served, and that we will serve 18 families. B. Total individual clients and the children's ages: 80 We estimate we will serve 80 individual clients. Children's ages may range from birth to 18. C. Total family units: 20 This size caseload requires a half-time FTE for direct services. Additional staff is available to provide these services if we receive an increased number of referrals from DSS. We estimate that the average family unit will use an average of 2 hours per week of direct services and stay in the program for up to 10 to 12 weeks. D. Sub-total of individuals who will receive bicultural/bilingual services: 12(3 families) We have one bilingual master's level clinician on staff, and we have not experienced a significant increase or decrease in referrals of families who are monolingual and speak Spanish. However, in anticipation of this need within Weld County,we have budgeted approximately one quarter of our clients to receive bicultural/bilingual services. The development of treatment plans takes into consideration culturally appropriate issues,family values and family strengths, and the family is actively involved as part of the team in developing treatment goals and objectives. Spanish classes and materials are also available. E. Sub-total of individuals who will receive services in South Weld County: 16 (4 families) This number reflects an estimated one-quarter of the referrals being from South Weld County. F. The monthly maximum program capacity: 5 families or based on referrals received This number is based on the estimated number of family units per year(20). We will provide an average of 2 hours of direct service per week for ten to twelve weeks to the families in the program. G. The monthly average capacity: 4 families H. Average stay in the program(weeks): 12 weeks I. Average hours per week in the program: 2 hours of direct service III. TYPES OF SERVICES TO BE PROVIDED The specific services provided to families participating in the Home-Based Parenting Coach Program are based on the results of assessments of the families' risk and strengths and parenting values. Assessments will also be conducted to determine the asset base of those children participating in Asset Building. 2 Assessment of Parenting Values: The Adult-Adolescent Parenting Inventory(AAPI), see Attachment A, is used to assess high-risk parenting attitudes and behaviors in all families both upon intake and at case closure. Responses to the AAPI provide an index of risk for practicing behaviors positively correlated with child abuse and neglect(i.e., inappropriate expectations of children, parental lack of empathy toward children's needs, belief in corporal punishment, reversal of parent-child role responsibilities, and oppression of children's power and independence). Low scores indicate concerns in the aforementioned parenting behaviors and a high risk for abuse and neglect. Families will work as partners with the Parenting Coach in developing goals and objectives for their treatment plans. During the assessment phase,families will be asked for feedback on what they feel to be the areas of highest stress or greatest risk. The treatment plan will begin with skill building in the areas that are of greatest risk to the family and children. Furthermore,youth ages 12-18 may be involved in Asset building. 1. Teach, Model,and Coach Adaptive Strategies The areas of focus will be determined by results of the AAPI in conjunction with the agenda of the family and the agenda of the DSS Caseworker. Variables that are deemed as areas of high risk will be viewed as priority, and skills will be taught accordingly. When we begin work with a family,we focus on skills where family strengths already exist in order to encourage family cooperation and motivation. 2. Model and influence parenting practices Through the use of home-based education, parents are introduced to appropriate, healthy,creative, and effective parenting techniques and values. The Parenting Coach will provide families with training in child development, limit setting,discipline,esteem-building, providing structure, nurturing,attachment, etc. We will assist families in implementing and integrating the information we teach through modeling, demonstrating and coaching. For example, if the assessment shows that the family resorts to corporal punishment when a child misbehaves,goals would be set to help them develop alternative disciplinary actions such as time out or loss of privileges, or we would teach other options through step-by-step skill building. At times parents may benefit from skills taught through specific curricula, which may include: the Nurturing Parent Program(see Attachment B), Parenting with Love and Logic, and the Terrific Infant Program. These curricula focus on reducing inappropriate parental response to children's behavior while increasing age-appropriate parental expectations of children. 3. Teach relational skills The skills taught will be determined by results of the AAPI in conjunction with the agenda of the family and the agenda of the DSS Caseworker. Variables that are deemed as areas of high risk will be viewed as priority, and skills will be taught accordingly. When we begin work with a family,we focus on skills where family strengths already exist in order to encourage family cooperation and motivation. 4. Teach household management, including prioritizing,finances, cleaning and leisure activities Individuals and families directly served will develop beneficial life-skills,thereby reducing factors associated with abuse, neglect, domestic violence,substance abuse, unemployment, poverty, etc. We will teach the family basic life-skills including: budgeting, bill paying,dealing with rental agreements, debt management, cleaning, household maintenance, personal hygiene, shopping, menu planning, meal preparation, utilizing formal and informal support systems, etc. If the family is struggling with financial difficulties, the family and Parenting Coach together would delineate the steps necessary to build strengths in this area. For example, if the family has not been able to pay bills on time, goals and objectives will be written for this area of concern and during each meeting between the family and coach,the progress toward those goals and objectives will be reviewed and monitored. 3 5. Actively help to establish community connections and resources The Parenting Coach will assist the family in accessing and utilizing community resources to deal with particular risk areas such as access to health care, housing,employment,extracurricular activities, support groups, etc. The family's effective use of community resources is an imperative goal within this program, as the inability to access resources is generally a core issue for families who have achieved a level of stress that would indicate a need for family preservation services. Furthermore, access to community resources reduces isolation and increases support for the family. IV. MEASURABLE OUTCOMES Outcomes of treatment are documented in a family's case record. Additionally,the Home-Based Parenting Coach uses the Adult-Adolescent Parenting Inventory to assess the family's/child's pre-and post-service functioning. Interpretation of the scores for each of the five AAPI sub-scales provides useful information regarding the relative parenting strengths and weaknesses of each parent who takes the profile. A completed Parenting Profile portrays parenting patterns that serve as the basis for specific parenting intervention, particularly in the following five areas: 1. Parents'expectations of appropriate developmental capabilities. 2. Parents' level of empathy. 3. Parents' beliefs surrounding corporal punishment. 4. Parents' perceptions of appropriate family roles. 5. Parents'expectations regarding child(ren)'s independence. A. Improvement of household management competency:We estimate that 85%of families will improve in this area, as evidenced by the parent coach's pre-intervention and post-intervention and case documentation. B. Improvement of parental competency: measured by case documentation, and improvement on the Adult-Adolescent Parenting Inventory. The AAPI is used to assess high risk parenting attitudes and behaviors both upon intake and case closure. Responses to the inventory provide an index of risk for practicing behaviors positively correlated to child abuse and neglect(i.e., inappropriate expectations of children, parental lack of empathy toward children's needs, belief in corporal punishment, reversal of parent-child role responsibilities, and oppression of children's power and independence). Low scores indicate concerns in the aforementioned parenting behaviors and a high risk for abuse and neglect, and higher scores on the post-test indicate improvement. We estimate that 80%of families will improve in this area, i.e., will evidence higher scores from pre-to post-test on the AAPI. C. Parents can work independently with other resources in the community and within the local, state and federal governments: We estimate that 80%of families will improve in this area, as evidenced by the parent coach's pre-intervention and post-intervention case documentation. D. Families receiving Life Skills services will remain intact for six months after discharge: measured by Weld County DSS family tracking. E. Families will have improved competencies and/or reduced risk of need for placement: measured by the Adult-Adolescent Parenting Inventory 4 V. SERVICE OBJECTIVES Objective 1. When determined as a need, no less than 85%of individual/family households will show improved household management competencies as demonstrated by an improved financial situation, increased habitability of residence, equitable division of household responsibilities,etc. Objective 2. When determined as a need, no less than 80%of individual/family households will show improved parental competencies as demonstrated by increased understanding of child development concepts, increased use of positive parenting techniques, increased understanding of safety issues in caring for a child,appropriate health and hygiene practices,and encouragement of each child's independence and healthy self-concept. Objective 3. When determined as a need, no less than 80%of individual/family households will show Improved ability to access resources as demonstrated by the number of encounters with community agencies, healthcare providers, schools,etc. Objective 4. At least 95%of the individual/family households will participate in setting the goals and objectives for their treatment plan that reflect positive personal and family values clarification and enhancement of the family's strengths and lessening of risk areas. Parents will be assessed utilizing the AAPI upon both intake and case closure. Clients involved in the above services will demonstrate improved parental competency as evidenced by improved scores on the AAPI from pre-to post-test. These scores will be documented in monthly reports and treatment plans. VI. WORKLOAD STANDARDS A. Number of hours per day,week,or month: 20 per week Each family is budgeted to receive 2 hours of direct service per week for an average of 10 to 12 weeks. We are budgeted to provide services to three families per week for a total of 6 hours of direct service per week. These numbers are based on the budgeted number of cases. We have the capacity to provide services to more families, if referred. B. Number of individuals providing the services: .5 FTE The budget submitted shows .5 FTE providing direct services in this program. We have five master's level and two bachelor's level staff who could provide services in this program. An increase in the FTE assigned to the program could be provided if the number of referrals increases. C. Maximum caseload per worker: 4 families A.5 staff person can provide 8-10 hours per week of direct service, so the caseload will be approximately three cases. D. Modality of treatment: The modality of treatment is based on the Nurturing Parent Program,which includes the following elements: short term, intensive, home-based, individualized,skill-based,crisis-oriented,competency-based, strength- oriented, and family and Parenting Coach as partners in the treatment process. We utilize education, modeling, and demonstration to build on family strengths and to teach skills that will empower and stabilize families. Our treatment modality encourages flexibility and allows program staff to provide intensive services in the first part of implementing the treatment plan and to decrease sessions/week as the client achieves treatment goals and outcomes. This flexibility will increase the possibility that the client will be able to end services in the shortest possible time. 5 E. Total number of hours per day/week/month: 20 per week Each family is budgeted to receive 2 hours of direct service per week for an average of 10-12 weeks. However a client can receive increased hours during the first 2-4 weeks in order to incorporate a step-down plan as the client nears the case closure timeframe. We are budgeted to provide services to 3 families per week for a total of 6-8 hours of direct service per week. These numbers are based on the budgeted number of cases. We can provide increased hours and services to more families, if referred and desired. F. Total number of individuals providing these services: 1 We currently have part of one staff member's time budgeted to this program. Our structure has been established to allow us maximum clinical flexibility. We currently have seven staff that can offer services in this program, not including the program supervisors. G. The maximum caseload per supervisor: 1:4 H. Insurance Our proof of insurance, naming Weld County Department of Social Services as co-insured, is attached (see Attachment C). VI. PROOF OF COLLABORATION Collaborative contacts will depend upon the assessment and identification of needs by both the service provider and the parents. It is expected that assistance might be needed for educational services,financial management,employment referral, mental health services, child/youth extracurricular or social organizations, non-profit and/or faith based agencies, social services staff and judicial/law enforcement contacts. The LFS staff member would be available to arrange and conduct multi-agency staffings as needed and a staff member will be available to attend Core Review Team meetings at the Department of Social Services. VII. EVIDENCE-BASED OUTCOMES Attachment B provides information and a published summary of validation studies of the Nurturing Parent Program. An outline for the initial monthly progress report which would include the family and consultant's assessment of needs and treatment plan goals is attached. (See Attachment D) This same report would be used as documentation to accompany the Department's renewal request form if additional services were to be requested. A discharge report(see Attachment E) is also attached. This report would document the improvements based on the final testing of the AAPI comparison with the initial testing baseline. IX. STAFF QUALIFICATIONS A. Minimum qualifications in education and experience Professional staff assigned to this program are qualified by one of the following: • A master's degree in social work or another human service field; and/or • A bachelor's degree in social work or another human service field and at least five years post-degree experience in family and children's services. (See Attachment F) B. Total number of staff, including supervisors, available for the project. Direct services for this program would be provided by one or more of five master's level and two bachelor's level clinicians. Both bachelor's level clinicians have county casework experience and over five years of 6 experience in employment positions working with families and their children. Including these two bachelor's level clinicians,we have six direct service and/or administrative staff with county department of social services'experience, including new worker and risk assessment training. Referral intake, initial staffing assessment, and ongoing supervision of services and reporting documentation will be provided by a Program Director with over twenty-five years of experience and a Referral Coordinator with ten years of experience in child welfare/child protection. In addition, a contract LCSW clinical consultant with over fifteen years of child welfare experience will be available for supervision as needed. X. UNIT OF SERVICE RATE COMPUTATION The budget spreadsheets are attached to this proposal. (See Attachment G) XI. BILLING Billing will occur on the County's prescribed billing forms and will be accompanied by the client verification form signed by all family members present when services are provided. Time will be calculated in quarter hour increments and only face-to-face time will be billed. The monthly report (see Attachment D)will accompany the billing forms and the entire packet will be submitted to the County by the 25th of the month following the service month. 7 Bid 002-05 (RFP-FYC-06005) Attached A Date of Meeting(s)with Social Services Division Supervisor: Comments by SSD Supervisor: a Ub-C--s1-f Name and Signature of SSD Supervisor Date Page 31 of 41 $J-'_rici ad 1gfl-• ,q Adult-Adolescent Parenting Inventory(AAPI.2) Summary Description Description The AAPI-2 is an inventory designed to assess the parenting and child rearing attitudes of adult and adolescent parent and pre- parent populations. Based on the known parenting and child rearing behaviors of abusive parents,responses to the inventory provide an index of risk for practicing behaviors known to be attributable to child abuse and neglect. The AAPI-2 is the revised and re-normed version of the original AAPI first developed in 1979. Sub-Scales Responses to the AAPI-2 provide an index of risk in five specific parenting and child rearing behaviors: Construct A Inappropriate Expectations of Children Construct B Parental Lack of Empathy Towards Children's Needs Construct C Strong Belief in the Use of Corporal Punishment as a Means of Discipline Construct D Reversing Parent-Child Role Responsibilities Construct E Oppressing Children's Power and Independence Intended Populations Both adult parent and pre-parent populations as well as adolescent parent and pre-parent populations. Adolescents as young as 13 years old can respond to the AAPI-2. Forms and Items There are two forms of the AAPI-2—Form A and Form B. Each inventory has 40 different items presented in a five-point Liked scale from Strongly Agree to Strongly Disagree. Administration The AAPI-2 takes approximately 20 minutes to be administered. It can be administered in a small group setting or individually. Individuals circle the response(SA=Strong Agree;A=Agree; U=Uncertain; D=Disagree; SD= Strongly Disagree)they feel best represents their parenting attitudes. Reading Level The AAPI-2 has an assessed fifth grade reading level. The AAPI-2 can be read orally to non-readers. Scoring Responses to the items of the AAPI-2 each carry a numerical value of 1 to 5 determined by placing the plastic scoring stencil over the test form. The numerical values are recorded on the AAPI-2 Profile Worksheet for each of the five subscales. The five subscales total raw scores are calculated by adding the numerical values. Raw score totals for each subscale are converted into standard scores forming the norm tables of the AAPI. The standard scores are plotted on the AAPI-2 Parenting Profile providing an index of risk for abusive and/or neglecting behaviors. The AAPI-2 is also available on CD-Rom which automatically scores and provides printed results. Norm Tables Norm tables are available for parent and adolescent parent and adolescent non-parent populations. Validity and Reliability The AAPI-2, like its predecessor the AAPI, is a validated and reliable inventory used to assess parenting attitudes. Over 20 years of research with the AAPI indicate: • Abusive parents express significantly(p<.001)more abusive attitudes than non-abusive parents. • Males, regardless of status(abusive or non-abusive)express significantly(p<,001)more abusive parenting attitudes than females. • Adolescents with histories of being abused express significantly(p<.001)more abusive parenting attitudes than non- abused adolescents. • Male adolescents express significantly(p<.001)more abusive parenting attitudes than female adolescents. • Each of the five parenting constructs of the AAPI-2,forming the five sub-scales of the inventory,show significant diagnostic and discriminatory validity. That is, responses to the inventory discriminate between the parenting behaviors of known abusive parents and the behaviors of non-abusive parents. These findings hold true for abused adolescents and non-abused adolescents. Al 11/21/02 Nurturing Parenting Programs - Stephen J. Bavolek, Ph.D. Page 1 of 3 14rri14ruT6 TOLL FREE 1-800-688-5822 Nurturing Parenting Programs®for the prevention and treatment of child abuse .MS Nurturing t- Parenting .�om a:y shop order Mto .. cart c«nttb Product caRaleg Training Rot' aititis n. + ri+ aaaon Family The Nurturing Link Development Parenting Resources Programs® ,.` , tf^, 1. � u '`,it.t . The Nurturing Parenting J ,,,44,: -;� Programs@ are published by The foundation o1 ` , i `� Family Development Nurturing Parenti ; '° • Resources, Inc. (FDR) which Programs® is tha . is headquartered in Dr. Bavolek Asheville, North Carolina and parenting is learn has been promoting non- violent parenting practices since 1983. The programs are based on the folic The author of the Nurturing Parenting Programs@ six assumptions: and President of Family Development Resources, Inc. is Stephen J. Bavolek, Ph.D. Dr. Bavolek is also the The family is a system. Executive Director of the Family Nurturing Centers, Involvement of all family r International. is essential to change the Parents and children in the With offices in Asheville, NC and Park City, Utah and Programs participate togel over 100 Trainers/Consultants worldwide, FDR has group or home-based has sold over 1 million copies of their English and interventions. Spanish Parent Handbooks. Empathy is the single if Families from all over the world (including the US, desirable quality in nun England, Australia, Germany, Mexico, New Zealand, parenting. Empathy is th' Singapore, South Africa, and Canada) have had the to be aware of the needs c opportunity to benefit from the Nurturing philosophy and to value those needs. of parenting; and in all branches of the military, empathy is high among fa families are using the Nurturing Parenting Programs@ members, abuse is low. Tt to improve their parenting skills. are essentially incompatibl Programs seek to develop Dr. Bavolek empathy in all family merr Stephen J. Bavolek, Ph.D., is a recognized leader in parenting exists on a the fields of child abuse and neglect treatment and continuum. To some deg prevention, and parenting education. families experience health• unhealthy interactions. Bu Born and raised in Chicago, Dr. Bavolek's professional positive, healthy interactio background includes working with emotionally between family members disturbed children and adolescents in schools and important key to reducing residential settings, and abused children and abusive violence. parents in treatment programs. http://www.nurturingparenting.com/about_us.htm 3/29/2006 Nurturing Parenting Programs - Stephen J. Bavolek, Ph.D. Page 2 of 3 Dr. Bavolek has conducted extensive research in the prevention and treatment of child abuse and neglect. Learning is both cogniti He received his doctorate at Utah State University in affective. To be effective, 1978 and completed a post-doctoral internship at the education or intervention r Kempe Center for the Prevention and Treatment of engage the learner on botl Child Abuse and Neglect in Denver, Colorado. He has cognitive (knowledge) leve held university faculty positions at the University of the affective (feeling) leve Wisconsin - Eau Claire, and the University of Utah. Children who feel good Dr. Bavolek has received numerous international, themselves are more Ii4 national, state and local awards for his work, become nurturing parer including induction in 1989 into the Royal Guild of the Children who feel good ab' International Social Work Round Table in Vienna, themselves are more capa Austria, and selection in 1983 by Phi Delta Kappa as being nurturing sons and one of 75 young educators in the country who daughters and of becomin represent the best in educational leadership, research nurturing parents than chi and services. In addition, he has been selected by with low self-worth. A maj Oxford's Who's Who in 1993 as a member of the elite of the Programs is to help registry of extraordinary professionals and in 1998 as parents and children incre; a member of the elite registry of extraordinary CEO's. self-esteem and develop p Dr. Bavolek was also Mental Health Professional of self-concepts. the Year of Northern Wisconsin in 1985 and Child Advocate of the Year in Utah in 1991. In 1980, he No one truly prefers abr was recognized by the Military Order of the Purple interactions. Given a cho Heart for outstanding research and services to the families would rather enga handicapped. happy, healthy interaction abusive, problematic ones He has conducted over 1,000 workshops, has belittling, hitting, and shar appeared on more than 50 radio and television talk show programs, and has published numerous books, » Order the Nurturing articles, programs and newsletters. He is the principal Parenting Programs® author of the Nurturing Parenting Programs®, programs designed to prevent and treat child abuse and neglect, and the Adult-Adolescent Parenting Inventory (AAPI), an inventory designed to assess high risk parenting attitudes. Dr. Bavolek is President of Family Development Resources, Inc. and Executive Director of Family Nurturing Centers International. 8 'Bavolek Vitae (PDF) 01,c. urbrg\a (1114, F;rh tr vrlcp n htur_r_, 1c. CO 2003 Family Development Resources, Inc. All Rights Reserved TOLL FREE 1-800-688-5822 For questions regarding our products email fdrOnurturingparenting.com http://www.nurturingparenting.com/about_us.htm 3/29/2006 Nurturing Parenting Program® Validation Studies 1983 - 2005 The Nurturing Programs are one of approximately 23 parenting programs nationwide that are recognized by the National Registry of Effective Programs and Practices(NREPP)and by the Substance Abuse and Mental Health Services Administration(SAMHSA). The Nurturing Parenting Programs are also recognized by the Child Welfare League of America(CWLA),the Office of Juvenile Justice and Delinquency Prevention(OJJDP)and the Center for Substance Abuse Prevention(CSAP). The Nurturing Parenting Programs®are published by: Family Development Resources, Inc. Sales: 1-800-688-5822; fdr@nurturingparenting.com Training &Consulting: 828-698-7609; fnc@nurturingparenting.com www.nurtu ring parenting.com Contents Pre-Post Design 1. Alvy, K. & Steele, M., "AT&T sponsored Nurturing Parenting Program for Teen Parents" Research Report, 1992 2. Baxter, R. & Chara, K., "The Nurturing Parenting Program: Evidence for the Success of a Parenting Program" Research Report, 1995 3. Bavolek, S.J., Henderson, H.L., and Shultz, B.B., "Reducing Chronic Neglect in Utah" Research Report, 1987 4. Bavolek, S.J., "Building Nurturing Parenting Skills in Teen Parents: A Validation of the Nurturing Program for Teen Parents" Research Report, 1987 5. Bavolek, S.J., "Validation of the Nurturing Program for Parents and Adolescents: Building Nurturing Interactions in Families Experiencing Parent-Adolescent Conflict" Research Report, Winter 1987 6. Bavolek, S.J., "Validation of the Nurturing Parenting Program for Parents and Children Birth to Five Years: Increasing the Nurturing Parenting Skills of Families in Head Start" Research Report, 1985 7. Cowen, P.S., "Effectiveness of a Parent Education Intervention for At-Risk Families." Journal of the Society for Pediatric Nursing, 6 (2), 73-82, 2001. 8. Devall, E., "Positive Parenting for High-Risk Families." Journal of Family and Consumer Sciences, 96(4), 2004, 9. Matlak, S., "A quantitative Analysis of Pikes Peak Family Connections Nurturing Parenting Program" Research Report, 2003 10. Vespo, J.E., Capece, D., Behforooz, B., "Effects of the Nurturing Curriculum (Developing Nurturing Skills K-12 School-Based Curricula®) on Social, Emotional, and Academic Behaviors in Kindergarten Classrooms" Abstract, 2002 11. Welinske, D.,"Solano County California Family Strengthening Program" Final Report, 2003 Comparative Program Design Studies 1. Bavolek, S.J., Keene, R., Weikert, P., "The Florida Study: A Comparative Examination of the Effectiveness of the Nurturing Parenting Programs" Research Report, 2005 Pre-Post and Longitudinal Follow-Up Design Studies 1. Bavolek, S.J., McLaughlin, J.A., Comstock, C.M. "The Nurturing Parenting Programs: A Validated Approach for Reducing Dysfunctional Family Interactions" Final Report NIMH, 1983 2. Broyles, G., Easter, L., Primak, K., Shackford, L., "Nurturing Program Follow-Up Study: Boulder County Department of Social Services Nurturing Program" Research Report, 1992 3. Family Service of Milwaukee, Milwaukee, WI, "Outcome Evaluation of Family Service of Milwaukee Parenting Education Programs" Technical Report, 1997 4. Primer, V., "Long-Term Impact of the Nurturing Parenting Program: A Comparison of Parenting Attitudes of Abuse and Neglectful Parents Pre-Program, Post-Program, and at One Year Post-Program Follow-Up" Research Report, 1991 5. Safe Child, Raleigh NC,"An Evaluation of the Nurturing Parenting Program at Safe Child" Executive Summary, 2002 6. Wagner, K.F., "Parenting Education and Child Welfare Recidivism: A Comparative Study of the Nurturing Parenting Program Graduates and Non-Graduates of Fresno County" Abstract, May 2001 Pre-Post Design 1. Alvy, K. &Steele, M., "AT&T sponsored Nurturing Parenting Program for Teen Parents" Research Report, 1992 Summary: During the 1991-92 school years, six school districts in southern California and 11 school districts in northern California implemented the Nurturing Parenting classes for teen parents. Results indicated that 16 of the 17 participating school districts/agencies showed a drop in the rate of teen pregnancies. Improved access to resources was reported in re-enrollment in GED or vocational programs, childcare programs, health care programs, housing services and legal services. School personnel indicated that there had been a noticeable reduction in abusive parent-teen interactions. Additional findings showed a significant increase in knowledge related to appropriate child-rearing techniques, and significant increases in Expectations, Empathy, Alternatives to Corporal Punishment and Appropriate Family Roles as measured by the Adult-Adolescent Parenting Inventory (AAPI). 2. Baxter, R. &Chara, K., "The Nurturing Parenting Program: Evidence for the Success of a Parenting Program" Research Report, 1995 Summary: Thirty-three families referred for charges of child abuse and neglect by the Department of Human Services from a Midwestern town were ordered to attend the Nurturing Parenting Program. Pre and post testing was done on 21 parents (20 female; 1 male). Results from administration of the Adult-Adolescent Parenting Inventory (AAPI) found significant (p<.005) improvement in all parenting constructs measured by the AAPI: Expectations of Children; Empathy; Alternatives to Corporal Punishment; and Appropriate Family Roles. 3. Bavolek,S.J., Henderson, H.L.,and Shultz, B.B., "Reducing Chronic Neglect in Utah" Research Report, 1987 Summary: In January 1986, a program was implemented designed to reduce chronic neglect in families living in the Salt Lake City Metropolitan area. A total of six agencies throughout the Salt Lake Metropolitan Area implemented the Nurturing Parenting Program with families experiencing chronic child neglect during a two-year period. Four of the agencies were Division of Family Services; one Family Support Center; and one social services agency of the Church of Jesus Christ of Latter-Day Saints (LDS Social Services). A total of 125 adults began attending the 15-week Nurturing Parenting Program. A total of 103 adults completed the program for a participation rate of 82%. A review of the data indicates the vast majority of the parents participating in the project and attending the Nurturing Parenting Program were females (73%), White (88%), approximately 30 years old, unemployed (47%), with some high school experience (58%), and a family income of under$8,000 (51%). A total of 37% of the mothers were currently married while 59°/0 indicated they were divorced, single, widowed, or separated from their spouses. Seventy-two percent (72%) of the families had three or more children under the age of eight years. Pre and post data gathered from the administration of the Adult-Adolescent Parenting Inventory (AAPI) indicate significant (ptool) positive changes occurred in the parenting and child-rearing attitudes of neglecting parents. These changes reflect more appropriate expectations of children, increase in the empathic awareness of children's needs, a reduction in the belief of using corporal punishment, and more appropriate family role recognition of children and parents. A personality profile of the neglecting parents who participated in the study was developed. Adults were requested to complete the 16PF Personality Inventory prior to (pre) and subsequent to (post) their participation in the Nurturing Program. A review of the data shows significant differences between personality characteristics of males and females attending the Nurturing Program (p<.05). Females tend to be more shrewd, apprehensive, self-sufficient, but less careless of social rules than males. Males on the other hand tend to be more dominant, tough minded, but easily intimidated. Males also tended to be more impractical but more intelligent than females. Males and females both tended to be experimenting. The Family Environment Scale (FES) was utilized to determine the impact of the treatment on the ways parents of neglected children perceived their interaction patterns. An analysis of variance was employed to test for treatment effect among and between parents over time. A review of the information indicated significant (p<,001) positive changes in family interaction patterns. Family cohesion, expressiveness, organization, independence, achievement, reaction, cultural and moral interactions increased while family conflict and control decreased. No significant differences were found between males and females and between males and females over time. Pre-Post Design 4. Bavolek,5.7., "Building Nurturing Parenting Skills in Teen Parents: A Validation of the Nurturing Program for Teen Parents" Research Report, 1987 Summary: In the spring of 1986, a project designed to increase the nurturing skills of teen parents was undertaken. The purpose of the project was to develop and validate a home-based/group-based intervention designed to treat the abusive parenting practices of teen parents and to prevent the initial occurrence of abusive parenting practices in teen mothers identified as'high risk"for physical and emotional maltreatment or neglect. Eighty percent (80%) of the teen parents were single. Eighty-eight percent (88%) indicated they were unemployed. Twenty-one percent (21%) of the teens indicated they were abused or neglected by their mother; 22°/° indicated they were abused or neglected by their father. Of this group, 4% indicated they were sexually abused. In addition, 47% of the teens indicated they have been abused by their boyfriends and/or girlfriends. Twenty-one percent (21°/a) of the teens indicated they were abused or neglected by their mother; 22°/° indicated they were abused or neglected by their father. Of this group, 4% indicated they were sexually abused. In addition, 47% of the teens indicated they have been abused by their boyfriends and/or girlfriends. Parenting Attitudes Pretest and posttest data gathered from the administration of the Adult-Adolescent Parenting Inventory (AAPI) indicated: • Significant(p<.001) increases in age-appropriate parental expectations of children. • Significant (p<.001) overall increase in the ability of teen parents to be empathically aware of the needs of their children. • Significant (p<.001) decrease in the belief of corporal punishment as a means of disciplining children. • Significant(p<.001) decrease in reversing parent-child family roles. parent Knowledge Teen parents were administered an informal multiple choice quiz on behavior management. Pretest and posttest assessment indicated a significant (p<.001) overall increase in knowledge of appropriate techniques to manage the behavior of young children. Pr pram Evaluation Teen parents were asked to complete an evaluation of the program at the completion of the final session. Ninety-seven percent (97%) of the teen parents indicated the program had an overall positive impact on improving their parenting skills. 5. Bavolek, S.J., "Validation of the Nurturing Program for Parents and Adolescents: Building Nurturing Interactions in Families Experiencing Parent-Adolescent Conflict" Research Report,Winter 1987 Summary: In the fall of 1986, a three-year extensive research project was undertaken designed to assess and reduce parent-adolescent conflict in families referred for services for family dysfunction. Families reported to Departments of Social Services for adolescent abuse and/or neglect; families with adolescents identified by the courts as delinquent, or wards of the state; and families seeking services to reduce perceived parent- adolescent conflict, participated in the study. Procedures Fifteen sites throughout the country participated in the study. Parents and teens were asked to complete a battery of inventories to assess demographic characteristics, parenting attitudes, family intervention patterns, and knowledge of parenting practices. Findings 1. A total of 152 parents and 155 adolescents from 15 national sites participated in the field testing of the program. Of this total, 180/a were ordered by the courts to attend. 2. Seventy percent (70°/°) of the adults were female; 30% were male. 3. Forty-nine percent (49%) of the adolescents were female while 51% were male. Pre-Post Design Parenting Attitudes and Knowledge of Parents Pretest and posttest data gathered from the administration of the Adult-Adolescent Parenting Inventory (AAPI) to adults indicated: • Parents had significantly (p<.001) decreased their belief in corporal punishment and family role reversal, while significantly increasing (p<.001) their empathic awareness of teens' needs and appropriate developmental expectations. • Parents had significantly (p<.001) increased their knowledge of appropriate strategies in behavior management as measured by the Nurturing Quiz. Family Interaction Patterns Parents and adolescents who participated in the field testing of Prototypes I and II of the Nurturing Parenting Program were requested to complete the Family Environment Scale (FES). Responses to the FES range from a low of 1 to a high of 10 with scores ranging from 4 to 6 somewhat average. Adolescent posttest responses indicated a significant (p<.002) decrease in family conflict (x = 6.2 to x = 4.1) and in intellectual/cultural activities (x = 5.2 to x = 2.9). Other data tended to indicate an increase in family cohesion, independence, and control, while a decrease in family experiences although none of the increases were significant. Posttest responses by the parents indicated significant (p<.001) increases in family cohesion, expressiveness, independence, and intellectual/cultural activities. Parent responses also indicated significant (p<.001) decreases in conflict (x = 4.2 to x = 3.2) and intellectual/cultural activities (x = 4.9 to x = 3.8). Other areas tended to remain relatively the same. Program Evaluation Ouestionnaire Parents (98%) and adolescents (97%) who participated in the study overwhelmingly indicated the program had a positive impact in increasing the quality of their family relationships. 6. Bavolek,S.J., "Validation of the Nurturing Parenting Program for Parents and Children Birth to Five Years: Increasing the Nurturing Parenting Skills of Families in Head Start" Research Report, 1985 Summary: In the fall of 1984 and spring of 1985, Families enrolled in Head Start programs in a seven-county area in Wisconsin participated in an innovative program designed to increase their parenting and nurturing capabilities and reduce the risk for child maltreatment. The Nurturing Parenting Program for Parents and Children Birth to Five Years was implemented by Head Start staff for both parents and their children birth to five years of age enrolled in home-based and center-based programs. Pretest and posttest data were gathered to assess the effectiveness of the program to increase the nurturing capabilities of both parents and children. Data generated from the pre and post testing indicate: 1. A total of 260 adults were pre-tested in home-based and center-based programs. Sixty-six percent (N = 171) participated in the posttest assessment. 2. Parents demonstrated a significant increase (p < .05) in their ability to be empathically aware of their children's needs. 3. Parents expressed a significant decrease (p<.05) in their beliefs regarding the value of corporal punishment as a means of punishing behavior, and in reversing parent-child role responsibilities. 4. Parents showed a significant increase (p<.05) regarding appropriate expectations they have toward the capabilities of their children. 5. Test results further indicate parents made significant increases (p<.05) in their knowledge of appropriate alternatives to corporal punishment. 6. On a four-point scale (4 = Strongly Agree), parents expressed favorable (X = 3.3) perceptions about the program's positive impact on their role as parents, and favorable (X = 3.1) perceptions about the program's positive impact on their children's social, emotional, and cognitive growth and development. 7. An overwhelming number of parents (97°/o) indicated they would recommend participation in the Nurturing Parenting Program to other parents. Pre-Post Design 7. Cowen, P.S., "Effectiveness of a Parent Education Intervention for At-Risk Families."Journal of the Society for Pediatric Nursing,6 (2), 73-82, 2001. Summary Although many parenting programs exist to prevent child maltreatment, few are supported by research evidence. This study explored whether parents who completed the Bavolek Nurturing Program improved their parenting attitudes. Secondary analysis of data from a larger study involved a convenience sample of 154 families from 15 county child maltreatment councils. On the pretest, parents demonstrated scores associated with maladaptive parenting practices. Posttest scores were consistent with nurturing parenting attitudes. Effective and readily accessible parent education programs are highly indicated for prevention of child maltreatment. It is important for nurses to have the information either to provide effective parent education interventions or to be able to refer parents to effective programs. 8. Devall, E., "Positive Parenting for High-Risk Families." Journal of Family and Consumer Sciences, 96(4), 2004, Summary: Teen, single, divorced, foster, abusive, substance affected, and incarcerated parents and their children participated in intensive parenting education classes lasting 8 to 24 weeks. Participants were primarily single (58%), Hispanic (60%), and female (60%). Parents showed significant increases in empathy and knowledge of positive discipline techniques, and significant decreases in parent-child role reversals, inappropriate expectations, belief in corporal punishment and oppression of children's independence following the learning experiences. 9. Matlak, S., "A quantitative Analysis of Pikes Peak Family Connections Nurturing Parenting Program" Research Report, 2003 Summary: The purpose of the study was to assess the effectiveness of the Nurturing Parenting Programs in imparting positive parenting attitudes. A total of 140 parents completed classes started in 2002. The Adult-Adolescent Parenting Inventory (AAPI-2) was administered to the parents pre and post program. Statistically significant improvements (p<.001) were recorded in: Appropriate Parental Expectations Highly statistical significant changes (at the .001 level) were evident between pre and post testing. The mean scores rose from 5.5 to 6.8. Demonstrating Empathy Towards Children's Need4 Highly statistical significant changes (at the .001 level) were evident between pre and post testing. The mean scores rose from 5.3 to 6.7. Alternatives to the Use of Corporal Punishment Highly statistical significant changes (at the .001 level) were evident between pre and post testing. The mean scores rose from 5.4 to 7.1. Avoiding Reversing Parent-Child Family Roles Highly statistical significant changes (at the .001 level) were evident between pre and post testing. The mean scores rose from 5.5 to 6.8. Valuing children's Will and Independence Highly statistical significant changes (at the .001 level) were evident between pre and post testing. The mean scores rose from 5.3 to 6.7. Reasons for Participation 34 voluntary (23.9%) and 105 system ordered or recommended (73°/o). There were not statistically significant differences (at the .05 level) between reasons for participation at the pretest level. This indicates that reason for participation had nearly negligible impacts in parenting attitudes for those participating in the program. Overall Summary Parents participating in the program during the 2002 year made highly statistically significant changes with regards to their attitudes and knowledge about parenting. Pre-Post Design 10. Vespo, J.E., Capece, D., Behforooz, B., "Effects of the Nurturing Curriculum (Developing Nurturing Skills K-12 School-Based Curricula®) on Social, Emotional, and Academic Behaviors in Kindergarten Classrooms" Abstract, 2002 Summary: Researchers and educators argue that social and emotional development impact academic success and therefore should be targets for intervention. The purpose of this study was to evaluate the effectiveness of the Nurturing Curriculum, which is designed to improve emotional and social behaviors in the classroom. Two schools, similar in demographic characteristics, from an inner city school district in the Northeastern United States, participated. Eight Kindergarten teachers administered the curriculum during the 2001-2002 academic years to 138 children. The Nurturing Curriculum is a standardized curriculum published by Family Development Resources, Inc. The kindergarten curriculum has 71 lessons targeting self-image, self-awareness, appropriate expression of feelings, empathy, communication skills, and appropriate peer interaction. The lessons include both an informational and experiential (music, play, role-play, discussion) component. Each lesson is designed to take about 20 to 25 minutes. Teachers were asked to begin the lessons in the fall and continue them throughout the school year, with a target of two lessons per week. They were also asked to keep a checklist with feedback regarding each lesson. Using a modified version of the Teacher Checklist of Social Behavior, a 7-point rating scale with items ranging from "Never" (1) to "Almost Always" (7), 6 of 7 scales from this instrument were used and 36 separate items were utilized. The scales included were: aggression, dominance, disruptive, socially insecure, academic immaturity, and prosocial behavior. A series of mixed-model 2 (School) by 3 (Time) ANOVAS and follow-up comparisons revealed that aggression, dominance, disruptive behavior, social insecurity, and academic immaturity significantly decreased and prosocial behavior significantly increased from Time 1 to Time 2 and again from Time 2 to Time 3. These findings were generally consistent across children, classes, and schools. A stepwise multiple regression analysis revealed that seven variables significantly predicted academic immaturity at Time 3, accounting for 82% of the variance in these scores. Arguably, the improvements found could be due to developmental changes over time. To assess this possibility, current findings were compared to those of a control group from a small pilot study conducted in the same schools the year before. None of the measures changed over time in the control group. At the beginning of their respective years, measures were similar for the control group and intervention group, except for aggression, which was higher in the control group. At the end of their respective years, all measures were significantly different between the two groups, indicating greater improvements in the Nurturing Curriculum group, suggesting that these changes were not solely due to normal developmental processes. 11. Welinske, D.,"Solano County California Family Strengthening Program" Final Report, 2003 Summary The purpose of this project was to assist health, education, and human service leadership of Solano County in implementing best practice models that have been shown to reduce violence and substance abuse within the family and to reduce recidivism rates for formerly incarcerated parents. After analysis, the collaborative chose two models, the Nurturing Parenting Program for Infants, Toddlers and Preschoolers and the Nurturing Program for Families in Substance Abuse Treatment and Recovery (both for parents and children 0 - 5 years of age). Findings included significant increases in Appropriate Expectations, Empathy, Belief in Alternatives to Corporal Punishment, Appropriate Family Roles, and Empowering Children Comparative Program Design Studies 1. Bavolek, S.J., Keene, R., Weikert, P., "The Florida Study: A Comparative Examination of the Effectiveness of the Nurturing Parenting Programs" Research Report, 2005 Summary In the fall of 1999, the Florida Department of Children and Families (DCF) initiated a statewide study designed to assess the effectiveness of parenting programs offered to high risk and abusive/neglecting families referred for parent education. A secondary goal of the study was to compare the outcome data from parents attending Nurturing Parenting Programs to families attending non-Nurturing Parenting Programs. The Adult-Adolescent Parenting Inventory (AAPI-2) was selected as the common inventory all agencies receiving state funding for parenting programs would administer to the parents they were serving. Highlights of the demographic data include: • Approximately 76%of the parents were females; 24% were males. • Approximately 64% of the parents were White; 25% Black; 9% Hispanic. • Neglect (67%) was the most frequently reported referral for parenting; abuse constituted only 6% of the referrals. • The vast majority of parents (55%) earned under$25,000 annually; 13% earned under$15,000. Findings 1. In the first five years FY1999 - FY2004, 116 different agencies throughout Florida participated in the study. 2. A total of 22 agencies implemented the Nurturing Programs, totaling 9,147 matched pairs of data. Of this total, 8 agencies implemented the Nurturing Program for Parents and Their Infants, Toddlers and Preschoolers (Birth to 5) totaling 5,195 matched pairs. Fourteen (14) agencies implemented the Nurturing Program for Parents and Their School-Age Children (5 to 12) totaling 3,952 matched pairs. 3. Of the remaining 94 agencies, 66 agencies indicated they did not use a specific curriculum or made up their own programs from a composite of other programs. Twenty-eight (28) agencies utilized other published parenting programs. 4. A total of 33,001 Adult-Adolescent Parenting Inventories (AAPI-2) were completed and submitted for scoring and analyses. Of this total, 11,061 matched cases (pre and posttest) were utilized for comparison of program outcome data. 5. Parents who completed the Nurturing Program for Parents and Their Infants, Toddlers and, Preschoolers (Birth - 5) had significantly (p<.001) higher posttest mean scores in each of the five construct areas of the AAPI-2 than parents in the non-Nurturing Program groups. 6. Parents who completed the Nurturing Program for Parents and Their School-Age Children (5-12) had significantly (p<.002) higher posttest mean scores in each of the five construct areas of the AAPI-2 than parents in the non-Nurturing Parenting groups. Pre-Post and Longitudinal Follow-Up Design Studies 1. Bavolek, S.J., McLaughlin, J.A., Comstock, C.M. "The Nurturing Parenting Programs: A Validated Approach for Reducing Dysfunctional Family Interactions" Final Report NIMH, 1983 Summary The 15-week Nurturing Parenting Program® was field tested twice at each of six sites. Data analyses show that a total of 121 parents and 140 children began the program. Of this total, 101 parents (83%) and 118 children (84%) completed the program. Extensive pre/post data collection occurred with parents and their children. Although parents were allowed to bring their children two to twelve years of age to attend the program, only children six to 12 years of age were tested. Parents were administered the 16PF (personality inventory), the Family Environment Scale, The Adult-Adolescent Parenting Inventory (AAPI), the Nurturing Quiz, and a social history questionnaire. Children were administered the Children's Personality Questionnaire (CPQ) or the Early School Personality Questionnaire (ESPQ), the Children's Parenting Inventory (CPI) informal self-concept scale, and the Family Environment Scale. Pre/Post analyses on parent measures show the following results: 1. Parents' posttest scores on the AAPI were significantly greater (p<.05) in all four constructs measuring appropriate expectations of children, increase in empathy, decrease in the use of corporal punishment, and a decrease in role reversal. These data indicate a positive and significant shift in attitudes and behaviors in parenting and nurturing children among parents. 2. As measured by the 16PF (personality inventory), parents overall show average intelligence, higher than average aggression, lower than average conservatism, undisciplined self-conflict, and disregard for rules. Pretest and posttest data show significant changes in decrease of anxiety (p<.05) and decrease in touch poise (p<.05). 3. Data generated from the administration of the Family Environment Scale to parents show significant (p<.05) increases in family cohesion, expressiveness, and independence, and a decrease in family conflict. Pretest and posttest analyses on children measures show the following results: 1. Children's scores on the Children's Parenting Inventory (CPI) indicate a significant (p<.05) increase in age-appropriate behaviors, gains in empathy, and the use of alternative methods of punishment rather than corporal punishment. Children's scores, however, did indicate a significant shift (p<.05) in attitudes toward pleasing and meeting the needs of mom and dad (role reversal). 2. Personality changes measured by the ESPQ and CPQ show significant increases (p<.05) in assertiveness, enthusiasm, and tough poise. 3. Data generated from the Family Environment Scale show gains in family cohesion, expressiveness, and organization, and decreases in family conflict and independence. However, none of the changes were significant. Data generated fro a year-long follow-up of abusive families completing the program indicated: • Forty-two percent (42%) of the families are no longer receiving services from County Departments of Social Services for child abuse and neglect. Recidivism was only 7%; that is, only 7 of the 95 adults completing the program had been charged with additional counts of child abuse and neglect. • Parents overwhelmingly reported that the program did a lot to help them learn new and more appropriate ways to raise children. 2. Broyles, G., Easter, L., Primak, K., Shackford, L., "Nurturing Program Follow-Up Study: Boulder County Department of Social Services Nurturing Program" Research Report, 1992 Summary Parental violence directed toward children has existed for centuries, but social norms serving to define child abuse and set it apart from accepted forms of discipline have varied greatly over time. Only recently have laws and formal programs sought to establish a uniform definition of child abuse, monitor and report its incidence, and correct those conditions believed to be its root cause. One program designed to break the chain of abuse from one generation to the next is the Nurturing Parenting Program®, a system of tests, curriculum and teaching methods, aimed at parents and children in homes where physical abuse is believed to be a present or potential problem. Boulder County, Colorado offers the Nurturing Parenting Program (NPP) as an intervention option in cases of substantiated or suspected child abuse. Fifty-three participants in the NPP class in Longmont, Colorado during 1991 and 1992 were sampled to assess that program's effectiveness. An interrupted time-series study was performed, spanning the interval from first observation through one year post-intervention. No substantial re-abuse was found in the study population during this one-year period. The observed rate of study is recommended to further assess program effectiveness and detect patterns useful in the prediction and prevention of child abuse. Pre-Post and Longitudinal Follow-lip Design Studies 3. Matteo-Kerney, C., Benjamin, S., "Rural Virginia Family Nurturing Project: Five Year Evaluation Results" Abstract, 2004 Summary 1. A total of 487 parents and 193 children participated in Nurturing Parenting Programs® implemented in 31 sites throughout rural Virginia. The purpose of the study was to assess the effectiveness of implementing the Nurturing Parenting Programs. 2. 80% of the participants were female; 20% male. 3. 41°k of the participants were Caucasian; 51%African-American; 4% Hispanic; and 4% Other. 4. 34% were between 20-29 years of age; 33% were between 30-39 years of age. 5, 80% completed high school or above. 20% reported completing junior high or below. 6. 56% were unemployed while 30% indicated they earned less than $18,000 annually. 7. 63% of the parents in the community completed 50% or more of the classes, 28% of the parents in correctional facilities completed 500/0 or more of the classes. 8. The Adult-Adolescent Parenting Inventory (AAPI-2) was administered pre and post program completion. Significant (p<.001) changes were found in attitudes regarding appropriate expectations of children, increases in empathy, and in use of alternatives to corporal punishment. Significant changes (p<.05) were found in appropriate family roles. 9. Within 30 days after completing the program, 75% reported no alcohol use, 66% reported no tobacco use and 95% reported no marijuana use. 4. Family Service of Milwaukee, Milwaukee, WI, "Outcome Evaluation of Family Service of Milwaukee Parenting Education Programs" Technical Report, 1997 Summary The study was administered to program graduates of Family Service of Milwaukee's Parenting Education Programs (the Nurturing Parenting Program (NPP) and Families and Schools Together (FAST) between 1994 and 1996. The project was conducted, in part, to determine the long-term effects of the parenting education programs on parents and children. Completed survey results were obtained for 94 participants. This represents a return rate of 43% (217 attempts were made). The final sample represents 77 Nurturing Program and 17 Families and Schools Together participants. Program participants had completed the 13-week Nurturing Parenting Program (designed to prevent child abuse and neglect) and the 8-week, school-based Families and Schools Together Program (designed to address drug and alcohol abuse) between 1990 and 1995. The sample was constructed to include "graduates" from both FAST and NPP. Representation in the sample was also partly determined by site of parenting program. The 217 people in the original attempted sample represent more than 10 NPP and FAST programs. Entire programs were selected for inclusion in the sample, but within programs just under half of those who we attempted to contact were surveyed. Participants were contacted by telephone or in person at least six months after completion of the program, and may have been surveyed up to three years after completing the parenting programs. About one-quarter of the surveys were done in person and the rest over the phone. All data were self-reports of parents about themselves, their lives and their families. Survey respondents were asked several specific questions regarding changes in the relationship with their child, whether their child was doing better in school, whether they were more involved in school activities and whether their child's and their own self-esteem had improved. Ratings were made using a five-point scale ranging from a "high" of 1 to a "low" of 5. Average scores for both FAST and NPP were positive, but an interesting pattern of results emerged. Though not significant, FAST received its most positive average ratings (1.71) in the item assessing improvement of their children's school performance and in improved knowledge and awareness of the effects of drugs and alcohol. The Nurturing Parenting Program received its most positive rating in the item assessing improvement in the parent's relationship with their child (1.74) and the least positive rating in increased school involvement (2.20). Pre-Post and Longitudinal Follow-Up Design Studies 5. Primer, V., "Long-Term Impact of the Nurturing Parenting Program: A Comparison of Parenting Attitudes of Abuse and Neglectful Parents Pre-Program, Post-Program, and at One Year Post- Program Follow-Up" Research Report, 1991 Summary The purpose of this study was to assess the immediate and sustained impact of the Nurturing Parenting Program on the parenting attitudes of abusive and neglectful parents who have come to the attention of Social Service Agencies. Such an assessment would lead to: 1) determination of short-term and long-term effectiveness as a component of a treatment plan for abusive and neglectful parents; 2) determination of program strengths and weaknesses, affecting conjunctive interventions in treating these parents; 3) determination of implications for continued use of the Nurturing Parenting Program in such treatment. Utilizing the Adult-Adolescent Parenting Inventory (AAPI) to measure parenting attitudes and four constructs; Empathy, Role Reversal, Expectations, and Belief in Corporal Punishment, a pretest, post-test, and follow-up test one year after program completion were conducted. The results showed that the majority of parents exhibited statistically significant movement towards non-abusive parenting profiles on each construct at the completion of the program. Follow-up data indicated that the majority of those tested maintained their non- abusive profiles more than one year after completing the program. Moreover, nearly 50% showed continued statistically significant increases in positive parenting attitudes in each of the four constructs. A small percentage did not maintain non-abusive profiles on the constructs of Empathy and Role Reversal. Further inquiry into this reversal revealed difficult life circumstances and little support for positive parenting, indicating that existing appropriate attitudes toward parenting are strongly influenced by environment. 6. Safe Child, Raleigh NC,"An Evaluation of the Nurturing Parenting Program at Safe Child" Executive Summary, 2002 Summary The purpose of this evaluation is to provide information to Safe Child on the impact of the Nurturing Parenting Program on participants. Staff were interested in determining participants' satisfaction with the program, participants' retention of learning over time, and participants' ability to apply what was learned to difficult parenting situations. A survey instrument was developed, aligned to the goals and objectives in the program, and validated for content (through expert review). The items on the instrument included four problem-solving vignettes. Using standardized telephone interviewing, twenty-six individuals were interviewed. Eighteen (28%) of those individuals were program participants and eight (64%) were individuals on a waiting list to enter the program. The major findings include: • Program participants were consistently able to suggest more positive parenting strategies when given difficult parenting situations (i.e. vignettes) than those on the waiting list. • Participants reported an increase in self-esteem since beginning the program. • Both groups (participants and those on the waiting list) were equally able to identify children's physical and emotional needs, developmentally appropriate discipline strategies, and emotions. • All participants (100%) expressed satisfaction with the Nurturing Parenting Program and all (100%) would recommend the program to friends and families. 7. Wagner, K.F., Parenting Education and Child Welfare Recidivism: A Comparative Study of the Nurturing Parenting Program Graduates and Non-Graduates of Fresno County Abstract, May 2001 Summary This study examined data from 199 parents with active child abuse cases referred to the Nurturing Parenting Program (NPP) between April 1997 and July 1998 by the Family Reunification Program of Fresno County Department of Children and Family Services (DCFS). The sample included 104 NPP graduates and 95 non- graduates. All parents were reunified or had ongoing unsupervised contact with at least one child in the family. A comparative study of the recidivism patterns of graduate and non-graduate parents was conducted. Data were analyzed to compare number of parents with recidivism, time sustained before recidivism occurred, differences in severity of the original and recidivism offenses, and the prevalence of parental substance abuse and domestic violence in the home at the time of each offense. Results showed significantly less recidivism within the graduate group as compared to the non-graduate group. Time sustained without recidivism was significantly longer for graduates than for non-graduates. Physical abuse was reduced by almost fifty percent (50%) for graduates with recidivism offenses. Findings suggest that the NPP graduates are at lower risk for repeated child abuse than non-graduates, appear to use less physical violence when recidivism does occur, and sustain longer without recidivism than non-graduates. Additional findings indicate that the Nurturing Parenting Program may have a mediating influence on parental substance abuse and domestic violence in the home. A9 02/21/06 Arrwcfiniov7- ACORRM CERTIFICATE OF LIABILITY INSURANCE DATE mmo 6) PRODUCER (800)200-7257 FAX (636)724-3443 THIS CERTIFICATE IS ISSUED AS A MATTER OF INFORMATION Lutheran Trust ONLY AND CONFERS NO RIGHTS UPON THE CERTIFICATE 70 Corporate Hills Drive HOLDER.THIS CERTIFICATE DOES NOT AMEND,EXTEND OR P ALTER THE COVERAGE AFFORDED BY THE POLICIES BELOW. Suite 101 St. Charles, MO 63301 INSURERS AFFORDING COVERAGE NAIC# INSURED Lutheran Social Services of Colorado INSURER A: GuideOne Specialty Mutual Ins 14559 DBA: Lutheran Family Services of Colorado INSURER B: GuideOne Mutual Insurance Co. 15032 363 South Harlan St, Suite 200 INSURER C: Denver, CO 80226 INSURER D: INSURER E: COVERAGES THE POLICIES OF INSURANCE LISTED BELOW HAVE BEEN ISSUED TO THE INSURED NAMED ABOVE FOR THE POLICY PERIOD INDICATED.NOTWITHSTANDING ANY REQUIREMENT,TERM OR CONDITION OF ANY CONTRACT OR OTHER DOCUMENT WITH RESPECT TO WHICH THIS CERTIFICATE MAY BE ISSUED OR MAY PERTAIN,THE INSURANCE AFFORDED BY THE POLICIES DESCRIBED HEREIN IS SUBJECT TO ALL THE TERMS,EXCLUSIONS AND CONDITIONS OF SUCH POLICIES,AGGREGATE LIMITS SHOWN MAY HAVE BEEN REDUCED BY PAID CLAIMS, ILMR NCRh TYPE OF INSURANCE POLICY NUMBER PDATFIMN/FoOmI POO EJMMPIIoolYYOIN LIMITS GENERAL LIABILITY 1213-263 07/01/2005 07/01/2006 EACH OCCURRENCE $ 1,000,000 X COMMERCIAL GENERAL LIABILITY DAMAGE TO RENED $ 1,000,000 CLAIMS MADE X OCCUR MED EXP(Any one person) $ 5,000 A X Includes Social PERSONAL&ADV INJURY $ 1,000,000 Workers/Counselors GENERAL AGGREGATE $ 3,000,000 GENII AGGREGATE LIMIT APPLIES PER: PRODUCTS-COMP/OP AGG $ 3,000,000 9g POLICY n jECT n LOC AUTOMOBILE LIABILITY 1757-711 07/01/2005 07/01/2006 COMBINED SINGLE LIMIT X ANY AUTO (Ea accident) $ 1,000,000 ALL OVMED AUTOS BODILY INJURY SCHEDULED AUTOS (Per person) B HIRED AUTOS BODILY INJURY NON-OWNED AUTOS (Per accident) $ PROPERTY DAMAGE (Per accident) GARAGE LIABILITY AUTO ONLY-EA ACCIDENT $ ANY AUTO OTHER THAN EA ACC $ AUTO ONLY. AGG $ EXCESS/UMBRELLA LIABILITY 9618-912 07/01/2005 07/01/2006 EACH OCCURRENCE $ 4,000,000 X OCCUR CLAIMS MADE AGGREGATE $ 4,000,000 B $ DEDUCTIBLE $ X RETENTION $ 10,000 $ WORKERS COMPENSATION AND ITORV TIMIisI I PR EMPLOYERS'LIABILITY ANY PROPRIETOR/PARTNER/EXECUTIVE E.L.EACH ACCIDENT $ OFFICER/MEMBER EXCLUDED? EL.DISEASE-EA EMPLOYEE $ ITyee ALPROceder SPECIAL PROVISIONS below E.L.DISEASE-POLICY LIMIT $ OTHER DESCRIPTION OF OPERATIONS/LOCATIONS I VEHICLES I EXCLUSIONS ADDED BY ENDORSEMENT/SPECIAL PROVISIONS Certificate holder shown is listed as an additional insured for general liability regarding work with Lutheran Social Services of Colorado. CERTIFICATE HOI DFR CANCELLATION SHOULD ANY OF THE ABOVE DESCRIBED POLICIES BE CANCELLED BEFORE THE EXPIRATION DATE THEREOF,THE ISSUING INSURER WILL ENDEAVOR TO MAIL Weld County Social Services 30 DAYS WRITTEN NOTICE TO THE CERTIFICATE HOLDER NAMED TO THE LEFT, Attn: Judy A Grei go, Director BUT FAILURE TO MAIL SUCH NOTICE SHALL IMPOSE NO OBLIGATION OR LIABILITY P 0 Box A OF ANY KIND UPON THE INSURER,ITS AGENTS OR REPRESENTATIVES. Greeley, CO 80632 AUTHORIZED REPRESENTATWE ka.p,," Kermit StarnesII/JUNE .r"ACORD 25(2001/08) ©ACORD CORPORATION 1988 A-r7 tiO,/T� Lutheran Family Services Home Based Parent Coaching Monthly Progress Report Primary Client: Reporting Period: Family Consultant: Date Case Opened: Appt. Dates attended: No Show: Cancelled Appt. Worker_ Total hours seen in reporting period: Family Termination/Discharge Date: Note: The first four topics need only be filled out at the onset of services unless there are significant changes during services. 1. Brief Background - Need for Services / Referral Source: 2. Family Consultant's Agenda/Concerns: 3. Family's Agenda/Concerns: 4. Family's Strengths: 5. AAPI Initial Scores (pre test): A. Expectations of Child 1 2 3 4 5 6 7 8 9 10 B. Level of Empathy 1 2 3 4 5 6 7 8 9 10 C. Belief in Value of Punishment 1 2 3 4 5 6 7 8 9 10 D. Appropriateness of Family Roles 1 2 3 4 5 6 7 8 9 10 E. Power/ Independence 1 2 3 4 5 6 7 8 9 10 6. Goals for Visits (Based on AAPI outcome): 7. Progress on Initial Goals for Visits: 8. Current Recommendations: +�( T T v4 EMIT r Lutheran Family Services Home Based Parent Coaching Discharge Report Primary Client: Reporting Period: Family Consultant: Date Case Opened: Appt. Dates attended: No Show: Cancelled Appt. Worker_ Total hours seen in reporting period: Family Termination/Discharge Date: Services Provided: Children: Final Assessment of Progress: Measurement of Success / AAPI Final Scores (post-test) A. Expectations of Child 1 2 3 4 5 6 7 8 9 10 B. Level of Empathy 1 2 3 4 5 6 7 8 9 10 C. Belief in Value of Punishment 1 2 3 4 5 6 7 8 9 10 D. Appropriateness of Family Roles 1 2 3 4 5 6 7 8 9 10 E. Power/ Independence 1 2 3 4 5 6 7 8 9 10 Recommendations: 4i i14-6- 44-tewr• Lutheran Family Services Northern Colorado Program—3800 Automation Way, Suite 200, Ft. Collins, CO 80525 Disclosure Statement Colorado Law requires that the following information be provided to all clients. The Department of Human Services licenses the Lutheran Family Services' Foster Care program. Visitation and several program components of the Fostering Family Strengths are provided through contracts with individual Colorado counties. We are required to provide you with the following information from the Division of Child Care, Colorado Department of Human Services 1575 Sherman St, 1s'Floor Denver, CO 80203-1714. Phone(303)866-5958. 1. To review the licensing file of an adoption/child placement agency call:303 866-5088 or 1-800-799-5876. 2. To file a complaint about a licensed adoption/child placement agency call: 303 866-3755 or 1-800-799-5876. 3. To obtain a copy of all licensed adoption/child placement agencies in the state of Colorado call Division of Child Welfare: 303 866-3228 or Division of Child Care at 303 866-5958 or 1-800-799-5876. 4. Copies of the regulations(Minimum Rules and Regulations for Child Placement Agencies—Commodity#615-82-14- 4442)governing adoption/child placement agencies are available for a charge at:Colorado State Forms and Publication Center,4200 Garfield St, Denver, CO 80216-6517. Phone 303 321-4164. Call to verify cost. In addition,the Department of Regulatory Agencies regulates the practice of licensed and unlicensed persons in the field of psychotherapy. Lutheran Family Services registers with the Department of Regulatory Agencies staff members who provide therapy services. Concerns or complaints regarding the practice of psychotherapy may be directed to the State Grievance Board at 1560 Broadway,Suite 1370, Denver, CO 80202. Phone: (303)894-7766. Program's Methods of Treatment: The program is based on systems theory,where we treat the child and their environment; therefore you will see a focus on family therapy. We also have a strengths based philosophy so we will help the child/family to identify strengths and increase those strengths in order to mitigate any difficulties. We will do behavioral therapy,generally,through consultation with the adult caregiver in order to help the family manage the child's problematic behaviors. Lutheran Family Services does not use any treatment methods that are considered 'aversive'therapies. In a professional relationship, sexual intimacy is never appropriate and should be reported to the Grievance Board. Generally speaking,information provided by you during treatment is legally confidential. Exceptions occur when a consumer is in imminent danger to self or others, when gravely disabled,when there is suspected child abuse or neglect,when your case is reviewed in supervision, consultation, and training,or when ordered by a court of law. SHERRE DEMANCHE CARRIE LANDERS BACHELOR OF ARTS IN RELIGION MASTER OF SOCIAL WORK Program Director—Foster Care and Family Services Community Outreach Coordinator JANELL PIRTLE BETSY BAIER MASTER OF SOCIAL WORK MASTER OF SOCIAL WORK LICENSED CLINICAL SOCIAL WORKER-CSW#90 Program Director Foster Care Licensing Specialist Fostering Family Strengths FLO HOLT DIANE BAIRD MASTER OF ARTS IN GUIDANCE/COUNSELING MASTER OF SOCIAL WORK LICENSED PROFESSIONAL COUNSELOR-#3181 LICENSED CLINICAL SOCIAL WORKER—Lic.#989653 Clinician Clinical Consultant JULIE MALLORY JOE MADRID BACHELOR OF COMMUNITY HEALTH MASTER OF SOCIAL WORK Treatment Manager LICENSED CLINICAL SOCIAL WORKER-Lic.#991556 Clinician KRISTEN CHAMBERLAIN TOILYNN EDWARDS MASTER OF SOCIAL WORK BACHELOR OF ARTS IN SOCIAL WORK LICENSED CLINICAL SOCIAL WORKER-CSW#479 Referral Coordinator and Treatment Manager Clinician TAHNEE CARLSON SHELBY DURKEE MASTER OF HUMAN DEVELOPMENT&FAMILY STUDIES MASTER OF SOCIAL WORK Clinician Clinician CHRISTINA GOMEZ CHERYL WILKINSON MASTER OF HUMAN DEVELOPMENT&FAMILY STUDIES BACHELOR OF ARTS IN SOCIOLOGY Clinician Family Educator KARA CONNELL JANELLE SPEARS MASTER OF SOCIAL WORK BACHELOR OF SCIENCE IN HUMAN DEVELOPMENT&FAMILY LICENSED CLINICAL SOCIAL WORKER-Lic.#992948 STUDIES Clinician Treatment Manager CARLA FELTS BACHELOR OF ARTS IN SOCIAL WORK Treatment Manager Z:\Foster Care Fonns\Foster Child\Placement process\4. Disclosure Statement-North CO.doc 3/29/06 I have been informed of the proper procedure to file a complaint to the State Department of Human Services, Division of Child Care. I have read and understand the treatment modalities used by Lutheran Family Services' Programs. I have been informed of the degrees,credentials and licenses of the staff members of Lutheran Family Services. I have read the preceding information and understand my rights as a consumer. Signature of Consumer Date Signature of Consumer Date Signature of Guardian (if a minor) Date Z:\Foster Care Forms\Foster Child\Placement process\4. Disclosure Statement-North CO.doc 3/29/06 0 T T W &i6l� ENT C 7 F u] 8 x m C 1^, 6 m z o ? V Q. IA nt lin m a z i 4r- nil !z. E • p A. ,F, yc I N M 8 N U 0 W rn b.- 0- o o F. rn c l $ rn ', CO = N N d' SN•) CN co .a. it, :itiE ul Ce d � ,.., a G = u Q W a co m h I—co m H H o _O x w U H Q U U w o z Cr 0 Z re z = 7.1 U Y W a y m z W w O0. LL W 0 0 W w > + W LL o O U 0 W d w g + V 0 4 5ri 5 0 F O ? W 0 ai w 1-0) w w O 2 W U¢ s co LL E to o 0 ❑ a = UO w w m` W a. Q W >' Cl- ❑ ❑ Y D F m V) O O W V a O> ❑ I O 0 v o isiHco co mce w w O 2 0 0 H 2 W co O U wa n LL H Z 0 ❑ 0 - in a O O m > W cC w O O O ¢ Z m W w -J 0 2 U Z U O I- W J O O O w H O U LL 0 ¢ a v J O O to m vi 0 > O Q Z H a U) > O Q I O O K W Z CC 0 U ❑ O ❑ Q ❑ U O ~ 20 ,1I— LLH cc❑ w ❑ O= w O O 0 ❑w H K x 0 o ❑ w D lL ,O g z0 .7_i 0 W o w w o a O O w J 11 cd L € 8 o H I- H 0 H a CT F E i- ia- ~ 3 W aM Ce O O O O O ❑ > O Z O O 5 o p d h-H H 0 H Q 0 H Q H H H a CO 0 O W U. 0 I - -) Y J us • 1 Y 1 }`,4° ,Lo 1 f � w 1 PKk,:�N C LO' .2 A Ust y" S L 1 1 _Ii+ fli ^&l td'i S j y > A.Rt ' <a "' t°� g"I ° - ` sad, N' (£k $ a L'''''''4 s -§E( O N g t p 0 "k� qy, 4'vd Tay W N >a , i ,, ± i p C O il N O mG� aY s;� y> .sa '>° 6 ��"' IEo Q x 0 X O !i filln -i R y� 6,0:41,3,4,,,,4,4, k 6 I %rv1 N R P'�G F N T !3' "4 �yI {{fi�t J O k'� { s �i NG toot ic4;�¢��(Alt, ��kk tit Vii. Q F a too G b. :Loc ,,g "414,4,...,71i k� -..A}:i!fiG to !t! 0 t u +is !:n7e M , g Va + '� is p. LLO 9 � d � !N £ si 88 Qa. N m p Di h f'11 4 S�'2{it' e, g a w Z d F :aril? 4 c Q N a °>i I: f'. in m o P i{'tra'aa 'L�k:y� Op, us d • dv .+ us O ti in Q m it LL Y Iy §pkNL ci toy t rM s �S O W E v 2 "c_ E `o y h hs#tyia La ' rJ I4t n 1 Fs '7're ti tip" !'.i�'" �a�� h Y S4 k 4 ''£'T,,o T'} mM t1i r; g O inn ijcLn 44,: III k1 ati'7 4 i t1 ,y F 'R s 9klNmni 4 ..: ax no yy 'h ,u5x r 'x y{,'g* C :p'F '' . MiL,�.kb x ; u ��11 t W 4 g ZO 2 Q2Q W LI t 1 1 ' S,.l iF� , o. V et ce a2a 0 any " a9:,d€r if .e LL i �i+x ` N LL C C Ed y"q "y'k, �S yk6* " fi f y i 0 W N I i Sa ((�� . c g I- 6' N 0 d q1 I d � P Mk Ix IX� O �LInn � �" W m 0 N H 4 i a a k W" n 3k 4V:) d N 0 m a W , re H "fit k ik F 0 § O O 0 L,S1 ea*' 0 0,,,,,,,A,,,,,,?....„kp N K U < 0 N LL �rk 1 : 5 U 'i iii E 4 m U O u W W J r0 g! i"y i ,� k` 1 W W e61', W H E g i J J O 5 ki.•o• `Mr<o.a foci rc ce'.4.0,, +, cc 0 G C' C) u I �. s+ ,r�k,(, `5 t 0 O3 .. 0 if; M W , F a . dea a 'k6aq yv'..'�'Y�`a� "_, " ...,,,...,.:„.4,.„:„..:,:4-•,,,m, ,.., .., - Yk r'. G 1;3:liets3703‘11:4313t14;:)4,13.33,1,.441: .,43 G tlisa{ xnr i nr qy + i 7 4R t}"3"36:3133333,3310413333•33i43,443: 4 >° :10333:331$33033::"3333334434'3'113433gisisalina � .Hy=. 1....4-.3;313334343-• . ,� .fr Y'tpx " :.t4') 6 t a?t"' at;a`p, 7. %x'" r r+•q h '''..7.i',": ' 1 ,�'�v.kepi Is;,; m ui Y N �p R . .,,,,,,,N..;+.� t`h'Ym 'ifoge,�V w� `MY�� ^' '+C±n`•. '43 S:ar •:O vii. y QQ C yamt. . a5%y k 1, : t ?!;_t..:. f r'�n'am.,, tt 4-� R. 9 e o t9 t'I e h •° E,'tt;? %tea fi �,a3..3433k:444:3,s 8 or U ti O a N N �..:' %tiu:r i -. ! !r1t: E. CO !!& .6 d` 9Flap% 't k 4+' :�, m�23,831,34f3t3thel3i:4,3%44414):4;43,444- 31 co O d -.1 �N Y d x" d R h `df• �9 II UJ ;sr-3,343.444:4463th 4 , q Z 'Q • >341 43:333333341341.343433.3433 S' � .fin. .. > 111 IN it fir° i 4 a Waut33ii-4 4,1))44343-332:33414.3331314:4334,4.344,4 co CO Ca { O w z 0 d '•;,-,0::::44e:1' ..w b :u ' 1 1E % yp 4 dm CO a N • 4;y 1,! ,{ t 'r b6in'�ia le iik,f x 5 N sy".f ..1" i Pn m Lu m to �5 '4i sTF�' x O1 o w u₹^• I �, ,� N4 e. Q J c' LL vm"N"�'P� 4 i ..�M sXt b CO *:ifAtiirtailliNi414.4)4:;Ma.fit to ' o-'3 4 W W U 5 a' ( i *;s' hv'w. IT ., , w f % .............................................................. :;44 '� I6k'1°'id 6 U U [Ct :IJC ;.:IhA� ipg . U W gq Q ..r + i v7 . Q Q k ._' LL v a' ce I v fi EI'YMP5 I Is LL •li Y 6, y F u i 4hre p wai a > ta U wCO N U t ahk yx`+. k YI ' � al ( N z.61�al ii w W a m a LL a n+a¢'J t'yx w hT F ehv »• roK>- v N F G 0 m O r- 'Le' '3 .xv.,ia e O N » : N 'F U = 6 O p xr f ,440x' i,4 n mm « 3» ' N W ro' = F _cc Z uYY M(,' kM4 tyy J U i. d iI,p a T O 2 O U x af� i tle hT 0 0 +35 p G I- 2 3 0 a F I- f 0 ,.., a .. O •" z.S: C LL r. c6 4 ago O GO co r h AIN � CO z = o a Q `� sP it i 6 pP,41 Q W O at Eno U K + # r lip "" i S Q O O Miry p' �' s mN y = y'w Ey J K p icg a E2 Sal lay p ,-.2.,,„liar:. b �!44 6 8 * r k c = r�' f• i m I . Napp a re o N '1' �`�9II IY B t "" 9 O Q Osa I'2 ? :� I r # ir k :4j m O GO V K p$gyp, .r M�' 1, . , O i Q x00 '714"11.,441;°!! o ¢i W ^rp �,:,rwitail gq Q' W w All Itifpflattigitiggi Ya m O g O s a 3�g o ihi a �.,':::mss: sk '�v O �¢yk� c J2 N vrtl-` _9..,411.4' O W O :' I "cr47kr �" m p` f > O rr it O ;9Hp k, kP A.�'. ;9... 11 t' Yiliuil f 4 :24W-Mhi Win 4.4. 41,,krlianEfrit°041:11' r 5 *11 wC.N U t f� N LL 2 O a o H q i. o ' 'r k'i'te �'( '' OFa. o i ��ggi� w, � t E. K C) T. ,o O .: i s4 , ,vim, > 2 > g a 6' -t * E ,ff� 'I J J J g Wd,, $r aoA F F I-- 0a a.n a O , ax ,A:11.:;':t; OF Ot- 0 C'1 - 1s a gii i\cie II4e.... DEPARTMENT OF SOCIAL SERVICES P.O.BOX A GREELEY,CO.80632 Webs)te:www.co.weld.co_us l Administration and Public Assistance(970)352-1551 Child Support(970)352-6933 wil O C�! � �O• May 15,2006 James rarcfay ell en PO Lutheran Family Services 3800 Automation Way, Suite 200 Fort Collins,CO 80525 Re: Bid#06OPB03 (RFP 06010)Option B,Home Based Intensive Services Bid#06LS 11 (RFP 06005),Lifeskills Dear Mr.Barclay: The purpose of this letter is to outline the results of the Core Bid process for PY 2006-2007 and to request written information or confirmation from you by Monday,May 22,2006. A. Results of the Bid Process for PY 2006-2007 • The Families, Youth and Children(FYC)Commission recommended approval of your Bid# 06OPB05, (RFP 06010)Option B-Home Based Therapy)for inclusion on our vendor list. Your bid scored 98 points out of 100. • The Families, Youth and Children(FYC)Commission recommended approval of your Bid #06LS 11, Lifeskills, (RFP 06005)for inclusion on our vendor list. Your bid scored 94 points out of 100. Compliance Item: For both bids listed above,you must provide the required letters under the Collaboration Section from Weld County/Greeley Housing Authority,employment/training partners,and other partners as identified in the bidder's assessment of needs. You must identify the process you will utilize to facilitate Medicaid eligible clients receiving mental health services at North Range Behavioral Health. The Weld County Department of Social Services is requesting your written response to the FYC Commission's compliance item listed above. Please respond in writing to Gloria Romansik, Weld County Department of Social Services,P.O.Box A, Greeley,CO, 80632,by Wednesday,May 22,2006,close of business. You may fax your response to us at 970.346.7698. If you have questions concerning the above,please call Gloria Romansik, 970.352.1551 extension 6230. Sincerely, a ry A. 'ego,D. ctor cc: Juan Lopez,Chair,FYC Commission Weld County Department of Social Services Notification of Financial Assistance Award for Families,Youth and Children Commission(Core)Funds Type of Action Contract Award No. X Initial Award 06-CORE-LS 0004 Revision (RFP-PAC-06005; 06LS09) Contract Award Period Name and Address of Contractor The Jubilee Retreat Center-Lori Kochevar LLC Beginning 06/01/2006 and Life Skills Program Ending 05/31/2007 1024 8th Street Greeley, CO 80631 Computation of Awards Description Unit of Service The issuance of the Notification of Financial Assistance Award is based upon your Request for Supervised visitation for the family during the Proposal(RFP). The RFP specifies the scope of time the bonding specialist is working with services and conditions of award. Except where it is them. The program offers information, in conflict with this NOFAA in which case the education,and modeling of behaviors that NOFAA governs,the RFP upon which this award is promote bonding,to assist the parent in their based is an integral part of the action. relationship with the child. The program serves Special conditions children ages 0-12. Service to a total of 60 families during the 12-month period, 8-10 1) Reimbursement for the Unit of Services will be based families served at any given time, 24 hours of on an hourly rate per child or per family. one-on-one supervised visitation with the 2) The hourly rate will be paid for only direct face-to- bonding specialist per family.Bilingual and face contact with the child and/or family, as monolingual services. evidenced by client-signed verification form,and as specified in the unit of cost computation. Cost Per Unit of Service 3) Unit of service costs cannot exceed the hourly and yearly cost per child and/or family. Hourly Rate Per 4) Payment will only be remitted on cases open with, Treatment Package $89.00 and referrals made by the Weld County Department Court Testimony $150.00 of Social Services. 5) Requests for payment must be an original submitted to the Weld County Department of Social Services by Enclosures: the end of the 25th calendar day following the end of X Signed RFP: Exhibit A the month of service. The provider must submit X Supplemental Narrative to RFP: Exhibit B requests for payment on forms approved by Weld X Recommendation(s) County Department of Social Services. Conditions of Approval 6) The Contractor will notify the Department of any changes in staff at the time of the change. Approvals: Program Official: By By . J. Geile, Chair Judy A. 'ego irect r Board of Weld County Commissioners Weld Co ty Department of Social Services Date: JUN 142006Date: D G o7cre-/607 Bid 002-05 (RFP-FYC-06005) Attached A LIFE SKILLS PROGRAM BID PROPOSAL AND REQUEST FOR CONTINUATION OF AWARD UNDER CORE SERVICES FUNDING EMERGENCY ASSISTANCE PROGRAM 2006/2007 BID PROPOSAL APPLICATION PROGRAM FUNDS YEAR 2006-2007 BID 002-05.(06005) NAME OF AGENCY: 9 esz_ je (. M Fa t,4/� ADDRESS: I("7 a``4. a'Hn Sky eon PHONE: 9 70 �a -s 373 " '"Ll { CONTACT PERSON: Cl 94 KI `X �71�,(/ � TITLE: pG6tytQ�_ DESCRIPTION OF FAMILY PRESERVATION PROGRAM CATEGORY: The Life Skills Program Category must provide services that focus on teaching life skills designed to facilitate implementation of the case plan by improving household management competency,parental competency, family conflict management,effectively accessing community resources,and encouraging goal setting and pro-social values. 12-Month approximate Project Dates: — 12-month contract with actual time lines of: Start June 1, 2006 Start End May 31,2007 n End TITLE OF PROJECT: �C f"L� T"4Ocra4'1 /S� ?Q� 101 ,l lob Name d Signature of Person Preparing Document Date Judy A.Griego,Director Name and Signature Chief Administrative Officer Applicant Agency Date MANDATORY PROPOSAL REOUIREMENTS For both new bids and renewal bids,please initial to indicate that the following required sections are included in this Proposal for Bid. AL Project Description Target/Eligibility Populations Types of services Provided Measurable Outcomes Service Objectives Workload Standards Proof of Collaboration Evidenced-based Outcomes 14 Staff Qualifications trUnit of Service Rate Computation Billing Process acE Program Capacity per Month Certificate of Insurance Assurance Statement Page 30 of 41 INVITATION TO BID OFF SYSTEM BID 001-06 (06005-06011 and 006-00,A,B, &C) DATE: March 1, 2006 BID NO: RFP-FYC-06005 RETURN BID TO: Pat Persichino, Director of General Services 915 10th Street,P.O. Box 758, Greeley, CO 80632 SUMMARY Request for Proposal (RFP-FYC-06005) for:Colorado Family Preservation Act--Life Skills Program Emergency Assistance Program Deadline: March 31, 2006,Friday, 10:00 a.m. The Families,Youth and Children Commission, an advisory commission to Social Services, announces that applications will be accepted for approved providers pursuant to the Board of Weld County Commissioners' authority under the Colorado Family Preservation Program Act(C.R.S. 26-5.5-101) and Emergency Assistance for Families with Children at Imminent Risk of Out-of-Home Placement Act(C.R.S. 26-5.3-101). The Families,Youth and Children Commission wishes to approve services targeted to run from June 1, 2006, through May 31, 2007, at specific rates for different types of services,the county will authorize approved providers and rates for services only. The Life Skills Program must provide services that focus on teaching life skills,which are designed to improve household management competency,parental competency, family conflict management and effectively access community resources. This program announcement consists of five parts, as follows: PART A...Administrative Information PART D...Bidder Response Format PART B...Background, Overview and Goals PART E...Bid Evaluation Process PART C...Statement of Work /� Delivery Date ✓n-S l3 G (After receipt of order) B MUST E�IN INK Lor; IQcrihevAr Ms LPC. LLC TYPED OR PRINTED fE SIGNATURE VENDOR Zl/tJJnl 'nS ZLc e ivi5 /yam L Han 'tten .gnature By Authorized � /. ITS O cer or fAgent of Vender ADDRESS /6� ac 5 O1 3 TITLE l� .-1 / )G - l9'j,Q.tXLt�j Oe r)&"3 `/ DATE 3 / 31 PHONE# 070) 3 q--2 73 The above bid is subject to Terms and Conditions as attached hereto and incorporated. Page 1 of 41 Bid 002-05 (RFP-FYC-06005) Attached A Date of Meeting(s)with Social Services Division Supervisor: /R1/0 Comments by SSD Supervisor: A--±1 t� L c /' If/ ,_6 __ C_ n tJ ct - 7-6,7ya U fn- Lovir_er„>,. 4 / )J(CLAt f Ili(. 1ksr j(hdi CE Name and Signature of SSD Supervisor Date Page 31 of 41 THE BONDING PROGRAM Purpose: The purpose of the Bonding Program is to provide support and information in order to assist parents in building a stronger emotional relationship with their children. The focus of this program is to teach parents how to create an emotionally safe and secure environment for their children in the home. The overall goal of this program is to keep children with their biological parents. The Bonding home-visitation program also has these broad goals: 1) to improve health and safety related behaviors; 2) to improve the health and development of the child by helping parents provide more competent care giving; and 3) to enhance parents' personal development by helping them plan future pregnancies, continue their education, and find work. In addition, bonding specialist is able to adapt the program to the specific needs and interests of families referred. Design: This program will provide supervised visitation for the family during the time the bonding specialist is working with them. An extensive review of the research on child development and family functioning, indicate that the four domains that define emotional health are the development of positive attachment, healthy interactions, mastery of skills and an available network of social support(Call et al, 1987). The AIMS: Developmental Indicator of Emotional Health was developed as an assessment/ intervention system to identify strengths and concerns about the emotional health of children and their families in the four areas of; Attachment, Interaction, Mastery and Social Support. An in depth definition of these constructs, the bibliography of all research reviewed as well as a flow chart describing the system taken from the AIMS user manual and Handbook for Practitioners (Partridge et al, 2001) can be found in Appendix D. Research indicates that children that do well despite severe stressors in their environment have a strong relationship with at least one primary caretaker (Werner and Smith, 1982). Interventions provided by Social Services can not address all the current and or future stressors in a family's life. However, by focusing on strengthening the bond between the parent and the child we • can positively influence the parent's motivation to reunite as well as their long term ability to provide safety for their children. A longitudinal randomized controlled treatment study (Olds 2004) indicates that the results of home visitation program have been effective in both short term and long term change. In contrast to counterparts assigned to the comparison group, women involved in a home visitation program had fewer subsequent pregnancies and births, longer intervals between births of the first and second children, and longer relationships with current partners. At the follow-up evaluation 4.5 years after receiving services these families had fewer months of using welfare and food stamps, and were mote likely to have enrolled children in formal out-of-home care. In addition, children in the home visitation program demonstrated higher intellectual functioning and receptive vocabulary scores and fewer behavior problems in the borderline or clinical range. These children also exhibited higher arithmetic achievement test scores and expressed less aggression and incoherence in response to story stems. This research clearly demonstrates that the home visiting program continued to improve the lives of women and children 4.5 years after the program ended. These findings are in line with other research (Lyons-Ruth, 2004; Old, 2002). Why Services are Important: Bonding is a deep and lasting relationship which typically develops between the caregiver and the child during the first two years of life. The strength of this bond has a profound affect on every aspect of the child's nature. The child, who develops a strong sense of nurturing from his mother, will develop: a sense of trust, a good self-esteem, positive reciprocal interaction with others and an ability to function as a healthy adult. A child who does not experience the development of a strong bond with the parent will be prone to difficulties with relationships, antisocial behavior and learning difficulties. When these children grow up, they are often unable to regulate their emotions or their behavior (Easterbrooks and Goldberg, 1990). Difficulties with bonding often relates directly to unregulated and aggressive behavior in the future. Johnson and Walker (1987) found that children from impoverished families who received early interventions were rated as less aggressive and disruptive in elementary school. Lally et al. (1988) reported that, among children of young African-American single mothers, a program of early home visitation and early day care showed long-term effects in reducing later criminal acts, with 22% of un-served versus 6% of served 16- year-olds having contact with the probation department. 2 Any event that separates the child from the mother either physically or emotionally during the first three years of life, places the child at risk for inadequate bonding (i.e. Placement in foster care, frequent moves within a foster care system, a parent who suffers from depression or is involved in substance abuse or domestic violence). Children who are not well bonded do not learn to trust. They have a difficult time building strong meaningful relationships throughout life. This may be reflected across their lifespan through angry, defiant and controlling behavior. Due to the impact inadequate bonding may have on the future of the child and our community, it is imperative that intervention begin as early as possible in the child's life. TARGET / ELIGIBILITY POPULATION A. Total Number of clients to be served: The program will serve a total of 60 families during the twelve-month period. Each bonding specialist will serve eight to ten families at one given time period. Each family will receive 24 hours of one-on-one supervised visitation with the bonding specialist. This would provide 27 hours of intervention with families per week, 120 hours per month. Total number of client hours provided per year would be 1440 hours. B. Total number of clients and ages: Based on the approximation that the average family is made up of four children and one parent, the total number of clients for the year could be 240 clients. Focus will be on children whose ages are birth to twelve years of age. When the family includes older children, they will be included in the family intervention. C. Total number of families served: A total of 60 families will be served during the year. D. Sub-total of individuals who will receive bilingual/ bicultural services: All services provided would be in a manner that is sensitive to the family's culture of origin. The program manager and specialists have extensive training in cultural competency issues. Lori Kochevar chaired the multicultural task force that successfully implemented multicultural training throughout the San Luis Valley. Becky McMahan has worked with families from various cultural roots. She has a sense of respect for the family's cultural beliefs and practices. Lorenza 3 Perezverdia is a bicultural bilingual provider will be available for any Spanish speaking families. Due to our experience in bicultural settings, all individuals in our program will receive bicultural services. E. Sub-total of individuals who will receive services in South County: The program could serve three to eight families in South County during a given time period. We currently have providers that live in the south and we would like to increase our referral base in this area. Services will be provided for families where they reside as determined by Social Services. F. The monthly maximum program capacity: If needed, we could expand the number of hours we are available for services to 35 hours per week, which would make available 140 hours per month. G. The monthly average capacity: The monthly average capacity of this program is six to eight families. H. Average stay in the program: The average stay in the program would be six months. It is felt that clients have adequate opportunity to make positive changes in parenting styles in that period of time. I. Average hours per week in program: Initially, each family would receive services two hours per week, unless a different number of hours is requested by the caseworker for clinical reasons. After the first twelve weeks, sessions will decrease as recommended by the treatment team. Number of hours of service and length of service vary according to the individual family situation. SERVICES TO BE PROVIDED A. Services provided in this bid will address the following key core values: • Assuring the safety of children • Preventing family disruption with services to strengthen and preserve families and/or reunifying children with families whenever safety is possible • Engaging parents to participate in service. • Assuring the collaboration of all formal and non-formal services and supports provided to children and families to maximize the achievement of goals. 4 Mentoring, the program will address the following areas: • Teach, model and coach adaptive strategies: The bonding specialist will teach through use of visual aides, demonstration and verbal interaction with the parent and child. She will use demonstration of bonding behaviors. She will guide the parent and child through activities that utilize bonding skills and encourage a positive emotional interaction between the parent and child. She will support the parent with encouragement and recognition of positive changes. o Model and influence parenting practices: During the visits with the parent and child, the bonding specialist will influence and direct parenting practices through education of the parent. The parent will be given opportunity to gain increased awareness of the child's developmental level and have a better understanding of expectations which are appropriate to the child's age. The bonding specialist will have opportunity to model for and guide the parent during the visitation. o Teach relational skills: The parent will receive information and guidance regarding nurturing behaviors which, when put into practice, will enhance relationships. The bonding specialist will guide and support the parent as she makes efforts to utilize new skills. As the mother makes changes in her efforts to bond with her child, there is often not an immediate positive response from the child. Often the bonding specialist is intricately involved with helping the child to trust the parent, at the same time they are teaching the parents how to provide an environment and relationship the child can trust. This can be discouraging to the parent who will be offered support and encouragement. o Teach household management, including prioritizing,finances, cleaning, and leisure activities: The program will address everyday living concerns faced by the family through observation and initial assessment. The bonding specialist will address issues such as the safety and health of the family as related to hygiene and care of the living quarters. The bonding specialist will increase the parent's awareness of the importance of structure and consistency in the home routine for the children and the parent. 5 This will be a process of education presented through verbal and written materials. o Actively help to establish community connections and resources: the bonding specialist is well informed about community resources. She will be able to direct the client to resources as needed and to assist with accessing those resources. This would include offering the information to the client, setting up an initial appointment, and possibly meeting the parent at a designated appointment as a support person. This could also include guiding the parent to Play Groups or other activities that would offer opportunities for social interaction for the child and parent. A Resource Guide will be used in the intervention with the family. (Appendix A) o Encourage goal setting and pro-social values: When working with the family in the above areas, the bonding specialist will assist the parent in developing goals that the parent recognizes as important to the welfare of the child and the family. Goals will be developed with the parent and put into writing, to be reviewed periodically together. Through this experience, it is hoped that the client would develop a greater awareness of how to function successfully in society. • Visitation: o Monitor parent-child interactions for physical and emotional safety: Supervised visitation by the bonding specialist will be made in the home of the client, our home setting for visitation, or in a location designated by the Department of Social Services. During the visitation, the bonding specialist will be attentive to the interactions between the child and parent. She will guide, direct and model behavior with the parent and child as a means of increasing parent awareness regarding ways to provide an emotionally and physically safe environment. o Document clinical observations: The bonding specialist will utilize The Family Visitation Evaluation Form (Appendix A), developed specifically for the program, to document clinical observations made during the visitation. The form will be filled out at the time of the visit or prior to the following visit. The client 6 receives a copy and is asked to review it with the bonding specialist at the end of the visit or at the beginning of the visit. The parent is the asked to sign the form. This allows the client written feedback from each visit. The parent and caseworker receive a copy and the bonding specialist keeps one copy for her records. The bonding specialist keeps her own notes in addition for each visit and from these submits a monthly report to the caseworker, the supervisor of Life Skills Programs and a billing person. o Strategize for teaching and modeling parenting skills: Demonstration is most often the most effective strategy for increasing parent awareness and teaching new skills. As events unfold during a visit, it is effective to be able to point out emotional or physical safety concerns as the issues arise. It is also effective to offer support and positive feedback to the parent and the child as positive events occur during the visit. It is through this process of redirecting and recognition of a parent's efforts that the she begins to understand her own sense of success. o Teach relational skills: Parents will be educated through visual aides and verbal information about bonding and ways the parent can enhance the relationship with the child. During visitation, the bonding specialist will point out behaviors of the child which relate to an insecure bond and direct the parent to tools she can use to offer the child more emotional support. The bonding specialist will also use demonstration and modeling to assist the parent's understanding of her child's needs and healthy responses to those needs. o Encourage goal setting and pro-social values: During the visitation, much of the focus will be on the emotional interactions between parent and child. As the parent comes to a better understanding of her child's needs and how her own behaviors affect the child, she will be better able to focus on her own goals. The bonding specialist will work with the parent to develop goals that are within the parent's understanding. Those goals will be reviewed with the client periodically and enhanced or changed as the parent progresses. Through the increased awareness of her responsibility as a parent and her self-discipline in changing 7 parenting patterns, she may develop a greater awareness of social values that allow her to function more successfully in society. o Plan structured activities in visitation to help achieve the objectives of the treatment plan: The bonding specialist will plan and implement activities that will enhance the interactions between parent and child. The focus of these activities is to encourage the basic modes of emotional connection; holding, touching, rocking, eye contact, talking, pleasant facial expression and feeding. This would include demonstration of various activities that encourage those behaviors. Activities such as peek- a-boo, looking in the mirror and rolling the ball back and forth (which encourage eye contact) will be demonstrated. Parents will also be encouraged to read books to the child to encourage closeness. Emphasis will be placed on assisting parent's response to the child's behavior through modeling and guiding at the time of the behavior. Through these interactions, the bonding specialist will be able to offer education and demonstration to increase the parent's awareness of appropriate expectation of the child at his current developmental stage. Other activities would be to practice making physical contact and face-to-face posturing. Activities will be practiced according to the age of the child and the parent/child relationship at a particular point in the intervention. MEASURABLE OUTCOMES At the time the family is accepted into the bonding program, bonding will be assessed through observation and through use of a Bonding Assessment Tool, which is based on input from the parent and parent-child interaction and the AIMS assessment tool (Appendix A). This will include assessment of the level of bonding the child has experienced and identify behaviors that indicate areas of concern. The bonding specialist will discuss concerns with the parent and develop a Case Management Plan. This will be an outcomes- based plan that will be shared and reviewed periodically with the parent. A. After involvement in this program the parent will be able to provide a safe secure home for the children. This includes health, safety, and provision for every day needs. The parent will have: 8 • Resources to provide for the child's basic needs, such as adequate housing and resources for providing food and clothing on a consistent reliable basis. • Increased awareness of daily planning for the child's needs and providing a stable environment by establishing routines around mealtime, after school activities, bath time and bedtime. • Increased understanding of the nutritional needs of the family and a means of providing for those needs. • Increased awareness of the exposure of the children to health and safety risks when the home is not well maintained. • The ability to focus spending on the basic needs of the family as a priority over other expenditures. B. After involvement in this program parents will be able to realize increased competency in their parenting. Parent will demonstrate through her behaviors: • Increased awareness of the emotional needs of the child and demonstrate nurturing behaviors meant to enhance their bonding. • Increased demonstration of nurturing behaviors in parent-child interactions. • Increased awareness of the emotional and physical developmental age of the child and responses that are fitting for that child. • Increased knowledge and understanding of child's behavior as related to bonding issues. • Increased use of discipline measures that are effective (not damaging to the relationship) and is consistent in the use of those measures. o After involvement in this program, the child will: Indicate through his behavior that he has an increased sense of security and trust in the parent. Demonstrate an increased emotional bond with the parent. Behave appropriately in social situations. Begin top progress developmentally with expected achievement. C. After involvement in the program the parent will have increased ability to access resources in the community independently in order to better meet the needs of the child and family. • This program will empower the parent to access community resources by providing information and initial support and guidance. The parent 9 will have an increased knowledge of resources available and show confidence in seeking out resources independently, making appointments, keeping appointments and following up with services. D. Parents who complete the program will obtain higher skill and competency levels in order to provide the child with a safe, secure home. The Parent will provide the nurturing needed to enhance the child's sense of security. Parents will be able to identify factors that have a positive affect on family unity and security. In order to keep the family together after six months from discharge, the parent will: • Be able to prioritize the needs of the children over the parent's own needs. • Will recognize and have ways of meeting their own needs. • Maintain awareness of enhanced family relationships and continue to utilize skills gained during the program. • Have in place identified and used sources of support in the community. • Be aware of the need for continued focus on and attention to the emotional needs of the child. E. Families who participate in the program will develop skills and awareness that will increase their competency as parents. Increased competency will be measured through documentation occurring at each visit through use of an outcomes-based Case Management Plan developed at the time of entry into the program. Risk factors will be identified at the time the initial plan is written. This will be reviewed with the parent and updated as goals are met and as changes occur in the parent-child relationship. SERVICE OBJECTIVES The program has the following service objectives: MENTORING: A. Improvement of household management competencies: It is imperative that parents understand and show competence in the practice of keeping a clean, well-maintained home for the health and safety of the 10 children. It is expected that parents will manage the household fmances in a manner that allows for the children to be nutritionally healthy, clean, and adequately dressed. It is expected that the parents will consider the child's health and emotional safety when planning leisure activities for themselves and the children as they develop increased awareness of health and safety issues. Included in household management is the parent's ability to maintain structure and consistency in the child's life in the home. This objective will be measured through the parent's ability to reach specific goals as defined in the Case Management Plan relating to household concerns. B. Improve parental competency: • Parents will have the capacity to provide a safe environment for the children, both physically and emotionally. Parents will show competency in being able to protect and keep the child safe. Parents must be aware of the need for structure in the home in order to enhance the child's security. • Parents will indicate through their behavior, their understanding of bonding and nurturing behavior that serves to enhance the child's sense of security. It is crucial to the well being of the child that the parent be able to continue to utilize strategies to maintain and enhance the relationship. • The child will show in his responses to the parent that he feels safe and secure. • Parents will demonstrate their understanding and their ability to utilize parenting techniques that are effective and emotionally healthy for the child. This includes use of adaptive strategies for discipline and behavior management, offering age-appropriate activities, and conveying expectations that are age-appropriate. • Parents will recognize the importance of being a dependable caretaker for the child. It is necessary to the well-being and emotional growth of the child that the parent be both emotionally and physically available to the child in a consistent manner. The parent must understand that this is the foundation for building and maintaining trust. • Parents will acknowledge their responsibility for providing a healthy diet for the children. They must offer the child healthy and adequate food. 11 • It is important that the parent take responsibility for attending to the child's hygiene. The parent must guide the child in hygiene issues and model good practices. This includes basic everyday hygiene, such as bathing, hand washing, changing clothes and care of teeth. The parent must make every effort to provide the necessary tools for practicing good hygiene. o This service objective will be measured through use of the Case Management Plan objectives (the use of a pre and post assessment tool) and the Family visitation evaluation form. C. Improve ability to access community connections and resources: • After being in this program, parents will have information regarding resources in the community and an understanding of how to access them. Parents will be empowered to make the necessary steps to resolve their concerns. This objective will be measured with use of Case Management Plan objectives and the parent's demonstration of utilizing resources independently, making and keeping appointments. (Resource List, Appendix A) D. Improve goal setting and pro-social values: • Parents will experience a sense of success in their ability to interact with resources and support systems, as they gain mastery and are able to utilize new skills and achieve goals set early in the program. As the parent's mastery of new skills, empathy for their children, connection and ability to interact deepen the parent will realize the value of pro- social behavior and goal setting and be able to apply it to other areas of life. o This objective will be measured through use of Case Management Plan anticipated outcomes and observation which indicate the parent's use of pro social behavior, empathy and goal setting. VISITATION: A. Improve parenting skills, parent/child interactions and relational skills for physical and emotional safety throughout structured activities in, and documentation of, visitations to achieve the objectives of the treatment plan: • The parent will show increased ability to put into practice the skills that are demonstrated during the visitation and will use the skills 12 independently, without the continued guidance of the bonding specialist. • The parent will have an understanding of ways to make an emotional connection with the child. It is crucial for the emotional health of the child that the parent be committed to that emotional connection. • The child will show positive response to the parent's efforts to make emotional connection. • The parent will demonstrate her capacity to protect the child from physical harm. She will take the initiative to set limits and follow through in order to protect the child. o These objectives will be measured and progress documented in face-to-face visitation with the family. B. Improve goal setting and pro-social values: • Parents will experience a sense of mastery, as they are able to utilize new skills and achieve goals set early in the program. With that sense of success, the parent will realize the value of goal setting and be able to apply it to other areas of life. o This objective will be measured through use of Case Management Plan anticipated outcomes and observation which indicate the parent's use of goal setting. MENTORING AND VISITATION: A. Improved ability to Access Resources- all services provided will assist parents in learning to obtain resources from the community and within the state, local, and federal government. This objective will be measured with use of Case Management Plan objectives and the parent's demonstration of utilizing resources independently, making and keeping appointments. (Resource List, Appendix A) B. Address specific issues outlined in referral- all services shall be solution focused and address the issues specified by the Department of Social Services on the referral form. This component will be measured through caseworker feedback and parent evaluations. C. We will be involved in improving outcomes in the Performance Improvement Plan in the following sections; 13 • 94% of visitation plans address permanency goal and are of sufficient frequency with each parent. (Baseline 90%) o We Develop visitation plans that take in to account the child's permanency needs. Assure parent's visitation plans are of sufficient frequency. Maintain parent/sibling contact through visitation. Teach the importance of parent/sibling contacts including after Termination of Parental Rights. • Family Service Plans, as well as services delivered, will take into account the child's cultural and family connections (Child Welfare). o We will emphasize the importance of maintaining connections in all areas such as neighborhood, community, faith, family, friends, school, and sports activities. • 95% of the time, mothers' needs as related to the child will be addressed through services. (Baseline 93%) o Our assessment of needs address the parents needs as well as specific needs for the child. • 91% of the time, fathers' needs as related to the child will be addressed through services. (Baseline 87%) o Our assessment of needs address the parents needs as well as specific needs for the child • 17% of children will experience re-entry into foster care within a 12-month period. (Baseline 193%) o Our program can provide post-reunification services for families when appropriate. o Our program will provide collaborative step down referrals as appropriate. These PIP goals will be evaluated by reviewing our cases on a yearly basis for the above components. 14 WORKLOAD STANDARDS A. Number hours per day,week or month: The program has the capacity to serve up to 60 families. The bonding specialists would spend up to 27 hours a week providing services. Henceforth, 27 hours a week x 52 weeks, provides 1440 client hours a year. B. Staff: There are four bonding specialists and a program supervisor. Lori Kochevar M.S., L.C.P., LLC will serve as the program supervisor for Becky McMahan R.N, Barbra Jetley M.A., L.P.C., Lorenza P, and Jenna Reed, BSW. All providers have extensive experience in Family Services and Attachment and Bonding as documented in the attached resumes C. Caseload: The caseload will be between 2-10 families per bonding specialist. The caseload of each specialist will depend on matching specific needs of the referred family with the area of specialty of the bonding specialist. D. Modality of treatment will be supervised visitation that provides a psycho-education regarding of attachment and bonding. Referral and linking services will be provided. E. Hours: Total number of clinical hours devoted to this program equals 6 hours a day, 27 hours a week, and 108 hours a month. F. Supervisor: This contract would be supervised part time by Lori Kochevar M.S., L.P.C., who will monitor the program compliance and clinical excellence. G. Insurance: Lori Kochevar M.S., L.P.C., LLC carries one million three million-liability on the company and each one of the independent contractors connected to this bid. In addition, Lori Kochevar M.S., L.P.C., LLC carries a general liability policy related to accident or injury on the premises. The State of Colorado is named as an additional insured on this policy. Each individual provider also carries one million three million-liability insurance. Both the general and group liability coverage's are attached. All specialists providing services are self- employed and choose to be exempt from workman's compensation and Employer's liability insurance. 15 PROOF OF COLLABERATION A. Letter from housing referral contact: We have met with the Greeley Weld housing authority and in the attached letter they have indicated willingness to accept referrals. See Appendix E . B. Letter from a job service referral contact: We have spoken with Linda Perez the director of Employment Services of Weld County. Please see letter in Appendix E . C. Methods to Ensure Collaboration: During the initial assessment period we will have all clients sign releases of information for each of the agencies that are potential partners in collaboration to meet the needs of the family. We will be available for placement review team meetings to meet with the family and all professionals involved with this family to evaluate progress. We give all clients a resource list during the intervention. In addition, Lori Kochevar M.S. supervisor for this program serves on the Child Welfare Collaborative Committee to ensure that this agency has connections to all current resources and referrals that are available to the clients we serve. D. Routine Collaborative communication will occur with each family we are working with. We are in close contact with the caseworker by phone or email to inform them of progress and or concerns in-between the monthly case documentation that is submitted monthly. In addition, we routinely get releases for all providers working with the family and would be glad to send all documentation if agreeable with the caseworker and arrange a quarterly meeting to address progress and concerns with the family, caseworker, GAL, therapist and other providers. E. Continuum of care, step down program: We will work diligently at referring clients to available resources in the community from the beginning of our services. In a step down approach often clients are referred to a less intensive and more economical program. Two such recourses that we typically refer to are CARE and a Women's Place, See letter of intention to collaborate signed by representatives from CARE and A Women's Place in Appendix E . 16 F. Letter from North Range Behavioral Health: It has been agreed with NRBH that all clients that are medicade eligible and in need of individual or family therapy will be referred to NRBH. See letter signed by Paulette Tarnasky in Appendix E. EVIDECE-BASED OUTCOMES A. Bibliographic Information: The AIMS program is a well researched and supported form of providing supervised visits on attachment, interaction, mastery and support. See appendix for a complete list of all the research available to support the use of this program. In addition, home visitation programs have been documented to be a successful form of treatment for the last 25 years. Specifically, there have been several randomized controlled treatment outcome research studies that demonstrate a significant improvement in health outcomes for children (Olds, 2002), continued improvement for both the mother and the child four years after intervention (Olds, 2004) and decrease in aggressive behavior of kindergarteners after a home visitation program was implemented ( Lyons-Ruth, 2004). Therefore, use of home visitation with the AIMS program is a Well-supported, efficacious treatment model in that it: • Has a sound theoretical basis in generally accepted psychological principles • Substantial clinical-anecdotal literature • No evidence of risk of harm compared to its likely benefits • A manual exists that specifies the components of the protocol • Two randomized, controlled treatment outcome studies with protocol to be superior to an appropriate comparison treatment. B. Fictional sample of an Assessment, treatment proposal and transition plan can be found in Appendix A. C. Fictional renewal request can be found in Appendix A. D. Fictional Monthly Report can be located in Appendix A. 17 STAFF QUALIFICATIONS A. All the providers exceed the minimum qualifications needed for both education and experience. All providers have their Master's and or a Bachelors Degree in Counseling or Registered Nursing Degree. In addition, the therapists have between 5-20 years a piece providing services for families. See Resumes in Appendix B. B. Staff available for this project consists of five experienced bonding specialists that have a similar core value of clinical excellence. We believe in providing strength-based, services that empower the families we serve. Another strength of our staff is our diverse areas of specialties. • Lori Kochevar a licensed professional counselor has extensive experience and training in providing services and supervision using the family preservation model. She has been working in the field for over twenty years. She has specialized training in substance abuse, attachment and bonding, trauma, grief, and domestic violence. In the last fifteen years Lori has developed and facilitated multiple training's that emphasize experiential learning opportunities. Many of these training's were developed specifically for foster parents, while others were created for families, school personnel, and service providers across the state. • Lorenza Perezverdia, is a Certified Addictions bi-lingual and bi- cultural Counselor. She has extensive knowledge of how to provide state of the art services for clients addicted to substances. She is trained in Motivational Interviewing that helps clients address the core issues that keep them from progressing. Lorenza got her bachelor's degree in Psychology in Mexico in 2000. She has done relapse prevention, individual and group therapy, substance abuse evaluations, anger management groups, groups for victims of sexual abuse and also worked with children with special needs. She has recently developed a program to help DUI offenders understand and abide by the United State Laws and Culture as they progress into their adaptation process. 18 • Jenna Reed has a bachelor of Social Work and seven years experience in child welfare as a caseworker with ten total years of experience in the Social Work field. She has completed all of the CORE trainings and has performed multiple duties as a caseworker over the years including but not limited to crisis intervention, intake, ongoing, and resource utilization. In addition to her current duties as an emergency child protection worker in Boulder County she is currently teaching a Parenting through Nurturing class focusing on safe and effective parenting of infants and toddlers. • Becky McMahan has had extensive experience in the area of child health care. She received her R.N. from the Mennonite Hospital School of Nursing - Bloomington, Illinois. She worked as pediatric nurse for fourteen years. The past 7 1/2 yrs she was a public health nurse where she was in charge of the bonding program and other pediatric related programs. • Barb Jetley is a licensed professional counselor. She received her Master's degree from the Adams State University. Barb has been in the field for the last sixteen years and has extensive experience working with many different clinical populations. Most recently, she serves as the clinical coordinator for children under six and their families for Project BLOOM. She has worked as a family preservation specialist, domestic violence counselor and an outpatient clinician. C. New Caseworker Training- Lori Kochevar, M.S. L.P.C. the supervisor for this bid has attended the Core training for Supervisors through the State of Colorado, she will oversee the work of all other staff to make sure it is in compliance with requirements. In addition, Jenna Reed who is working on bids submitted from this agency has successfully completed new caseworker training. D. Risk assessment knowledge is taught during the orientation training; in addition all staff is versed in multiple levels of risk assessment and are able to address risk issues as they occur during interventions. 19 Billing Process A. Description of process is as follows: • All records for the month (i.e. contact notes, client verification form with signature, and billing to DSS) are kept in the same file. These are organized as follows: Left pocket has contact notes, client verification form with signature in the order that they are billed. All group and training session signatures are at the back. Right pocket has monthly billing submitted and receipt of payment. • Time with the client is only billed for face-to-face contact. On face- to-face contact the client signs the verification sheet provided by DSS which indicates the date and amount of time seen. • Subcontractors are responsible for sending an original copy of contact notes and client verification form with signature by the 5rn of the month. This information is kept in an individual consultant file for the year. Subcontractors are paid by LLC when the payment for services is received from DSS. This is tracked in with the consultant's file. • The bill for the county is prepared monthly using the following guidelines from the RFP (page 20 of 30 a, b-1, 2 & 3): We report expenditures and case disbursement at agreed upon times. o Submit monthly FYC completed billing forms to Ms. Andrea Shay, Core/PRT Caseworker, on or about the 10th day of the month after the month following the month the services were provided. o The provider furnishes the following deliverables required to verify services provided during the service month. The completed deliverables must be received by Social Services no later than the 25th day of the month following the dates of service. Required Deliverables: Authorization for Contractual Services will include: • Provider name, address, phone number, • Provider billing contact, phone number, 20 • Program area, • Dollars ($) billed, • Original signature, • Month of service. Request for Reimbursement will include: • Client information (1RAILS or Case ID number when available) • Rate, • Units billed, • Date(s) of service. Client Verification Form will include: • Client name, • Date, • Time of Service, • Hours per service, • Original client signatures signed at the time of service. B. Fictional billing process- see Appendix C. 21 Bonding Program Appendix Outline Appendix A Sample Reports • Assessments ( page 1-9) • Case Management Plan • Monthly Progress Report- • Core Service Request for Renewal Appendix B • Resumes Appendix C • Sample Billing • Insurance Appendix D Research Information • Bibliography and References • Constructs for Research • Flow chart for Process Appendix E • Resource list for clients •Letters of Collaboration Appendix A • AIMS: Developmental Indicators of Emotional Health (Attachment—Interaction—Mastery—Support) FAMILY INFORMATION Date: --Th— I---2=/ 0-b t month day year A. Name tof IDENTIFICATION 1a)adi �1 C ti�rMwa��:- Name of Child fast lest (Meths) Child's Ctmmt Age:_a.-- .0 Date of Birth: 5 - D - c nder. 0_ Get Mak *Female r. Yl Name of Mother. ‘0/ (cw- re-- Name of Father. Dar-\ C C Age: 1 S t Age• jD -� Mother's Address: \C�1 \\ti \ 7�v a Fathers Address: �cmcm� \ '`A• c1Ubc Zip n�� Zip With whom does child live?(Check all that apply.) O Mother ❑Father ❑Other,specify Billing Address Address of Responsible Party: ZIP ZIP Medicaid# 7 Health Caron Providarr. 2< Insurance Co. Cat No. Group No. Ethnicity of Child(optional) Religion Current marital stains of parents: ()Married ❑Divorced 0 Separated agk U Living together ()Widowed Total mamba of people living In hour-1 Ages of Males:7 ——— Ages of Females .1a . a Have that been any changes in the past year of people moving in and out of your home? O Yes 0 No Who? B. EMPLOYMENT \/\e�� Father Mother employe: address phone number job title employeraddress phone onmba job file C. EDUCATION Highest grade completed—Mother.(Check one.) Highest grade annpksed—Father(Check one.): *ten than 12th O high school graduate ❑higher than 12th )C Las than 12th ❑high school gradate U higher than 12th Currently enrolled in school? O yes no Currently enrolled in school? Oyes \kno D. TRANSPORTATION Do you have reliable transportation? O yes k5tno E_ SERVICES Does anyone in your family currently receive services from any of the following?(Check all that apply.) Child/Family Services Economic Services O Public or Community Health Nose �0�AFFDDC ❑Adoption Services flood Stamps ❑Child Day Care(Foster Care,Preschool) WIC ❑Employment Services SSI D Legal Services Cl ❑Other. Health/Rehabilitation Educational/Social Services 0 WIC O('Ntrsrting O Drug/Alcohol Services O Housing Assistance a Family Planning CI In-Lorne Parent Aid Services O /Conmeling Painting Classy Rehabilitation et Education Services O Therapy(e.g..speech.PI101) O Special Education Services CI Other o Transportation Assistance Other ServicesCr Other Specify: MOM a COP'S Prgeer AIMS (Over,please) • F. BIRTH HISTORY INFORMATION: 1. PREGNANCY,LABOR AND DELIVERY Pregnancy (Provide as much information as you have available.) Check if adopted❑ Child's age at adoption C4.Tio problems ❑Substance Use(alcohol,drugs or tobacco) 0 Bleeding 0 Prematurity.How early? ❑Infection 0 Other Was the timing of this pregnancy good for you? ❑Yes ;I(No Did you receive regular medical care during this pregnancy? .Yes ❑No �+ What month of the pregnancy did you start to see a medical provider? '1 mCTrit m Where was the child born? \xr. a_ Hospital Town Child's birthweigbt , Circumstances at birth: r and Delivery: whom Status: "IKVaginal delivery %Healthy,no problem • ❑Cesarean delivery 0 Jaundice 0 Premature ❑Low birth weight U Breech Q')�reathing problems,how long? ❑Twin(1st born,2nd ban) ❑Ventilator,how long? 0 Other. ❑Surgery: 0 Other. Hospital Stay: Child: 3 days Mother 3 days 2. OTHER PREGNANCIES:How many? )2 Mother's age at first pregnancy: \--1 Problems: 0 Yes 0 No If yes: 0 Before this child U After this child Type of experience: U Abortion 0 Miscarriage ❑Stillborn 0 Premature 0 Other. 3. EARLY LIFE W CHID(birth to six months): Sleeping: o problems 0 Problems If problems,describe: Feeding: breastfed 0 Bottle fed ❑No pletmasun 0 Problems If problems,what kind:Sucking 0 Swallowing g problems(Fussy eater,excessive spitting of food,allergies) 0 Other. How would you describe yoyr baby during infancy? 0 Quiet ❑Happy table ❑Playful ❑Hard to deal with ❑Easy ❑Active 0 Overactive ❑Other. 4. LATER LIFE WITH CHILD(six months to five years). Vt-AK How Would You Describe Your Child Now? 0 Quiet 0 Happy 0 Irritable 0 Playful 0 Hard to deal with 0 Easy 0 Active ❑Overactive ❑Other. - 5. Are you happy with your child's health care provider? 0 Yes XNo Comments: This information will be kept private. Thank you. 12/98 This information will be kept private.Thank you. AIMS: Developmental Indicators of Emotional Health (Attachment-Interaction-Mastery-Support) FAMILY CONCERNS INDICATOR Name of child: (� n` t'1 1 Q� Child's age: a�a Your name: CC- Relationship to child: V'C-s-- Today's date: a 6 An /o r, Child's date of birth: t' /e'c' /O o month day year month day year Families often have to deal with many different stresses and challenges.Have any of the following occurred to you or anyone in your family?Is this of current concern to you or anyone in your family?If"yes,"please indicate with a check V) next to the item under the appropriate column. Occurred Within Of Concern My Family At This Time Comments PHYSICAL WELL-BEING Physical Problems/Disabilities ❑ 0 'Sea'& •op On oil . Chronic)Illness '- 0. _....t.,,,,,-_. 0 Learning Difficulties Including Reading or School 0 ❑ 4Speectt.I:anguage-Hear ng Problems ❑ 0 Accidents 0 ❑ ,Emergencyy,RgpnVisits - -a--- -.7Th Hospitalizations 0 ❑ SOCIAL SERVICES Legal Problems 0 0 Problems witicSocial Services or Schools RI-- h Difficulties with Childcare Help or Services ❑ ?2►,ffi^'iltus:wlth:Bs4!e4pngS1,g11s. ,. �•..�... FAMILY LIFE Marriage or Relationship Troubles )$ r-a-n-v,\JA :Childr 1.4iiing'9utside of Family Home Cl. ' Few Friends or Close Family Members ❑ 0 :F.ipanciafProbletns or Difficulties 0 Emotional/Mental Health Problems ❑ BehaviorProblems ❑_ ._ Family Violence(physical/emotional) ❑ 0 SexualAbuse : 0 0 ,. `.. . Problems with Alcohol or Drugs ❑ ❑ Concerns:About-Safety 0 ❑ Housing Difficulties 0 -4- TransportanonDifficulties • --- ❑ ❑ - Frequent or Long Separations ❑ ❑ LIFE CHANGE Divorce or Change of Marital Status 0 A( New Child inFar my/Recent Pregnancy ❑ Change of Residence 0 ❑ Job/WorkDifculties ...❑ :.. X Change of Employment ❑ 0 1Jnfortanate Life Events-(fire,theft,etc.) .❑_, ❑ Death 0 0 • Incarceration 0 ❑ Other Traumatic Stress(specify) ❑ ❑ OTHER CONCERNS. . Specify: 12198 This information will be kept private.Thank you. AIMS: Developmental Indicators of Emotional Health 2 MONTHS Guidelines for Psychosocial Practice 1 `s _ CDCD Pt) INTEIZVIP:\V QUESTIONS n Strengths Concerns -Response& Do you want to.tatk about ATTACHMENT ATTACHMENT anything from the AIMS U parent is at ease when holding baby .patent appears stiff or awkward when holding baby questionnaire? ❑ parent describes baby in positive terms parent is unable to describe baby or uses primarily negative terms Parental Adjustment and ❑ baby is able to be comforted by parent ❑ baby remains distressed despite parental efforts Well-being: parent shows concern over baby's crying or distress ❑ parent does not appear to"hear"or react/respond 1: -Hour are-yon-feeling? to baby's cries 2. Are you getting.enough: —sleep? —titre to yourself/ INTERACTION INTERACTION —help with yourbaby?- ❑ baby molds to parent's body yt� baby recoils,arches,or stiffens when held by —time with familyand. / \parent friends? ❑ parent able to calm baby down when distressed *parent is unable to calm baby 3, Is there anything on your ❑ baby appears alert,socially involved ❑ baby appears lethargic,apathetic,socially mind that you would]ilea to uninvolved talk about today? ❑ parent's stimulation of baby is appropriate parent appears intrusive,over-stimulating,or under-reactive toward baby Basle Care and Relationship parent and baby make eye contact ❑ no eye contact between parent and baby with Baby: L How are things going with parrot seeks to protect baby from possible harm ❑ parent appears unaware of possible harm (c g.,covers when cold,comforts after shot,guards your baby? baby from falling off table) Z How are you:and the baby. doingwitheaehrotheM MASTERY. 3. Do you haveanyspecial MASTERY worries about your baby? ❑ parent appears confident in parent role parent appears more anxious,depressed or Your:.family? overwhelmed than expected 4. .How does your family feel parent is able to perform basic child care tests ❑ parent is not able to perform basic child care skills about the baby? 1 e.g.,putting on clothing,diapering,holding) pa parent is prepared for baby's needs(e.g.,brings ❑ parent is ill-prepared for meeting baby's needs bottle,toy,diaper) SUPPORT SUPPORT ❑ parent asks for help or information r\ parent appears hesitant or unable to ask for help or information ❑ parent is responsive to information,advice or other parent rejects offers of help - — forms of help ❑ parent appears tested and healthy 54 parent appears overwhelmed,tired,stressed or \ , unhealthy ❑ family appears and/or reports having adequate ® family appears and/or reports having inadequate housing,transportation,finances and child care "\ housing,transportation,finances and child care 4/96 C copyright,Project AIMS Name: l ` C. Date: Session#:_l__ Impact of Event Scale - Revised (IES-R) Daniel S.Weiss 8 Charles R.Mannar • Directions The following is a list of difficulties people sometimes have after stressful life events. Please read each item, and then indicate-11Ow distressing each difficulty has peen for you during the past 7 days. With respect to the particular event tQ ('ennnvr4 \-;.pw ,,y1 e- whichoawrredon:c2_/m/co how much were you distressed or by each of the following during the past 7 days? wi Aot at all A little bit Moderately Quite a bit Extremely 1. Any reminder brought back feelings about ft. 0 1 2 ` ) 4 2. 1 had trouble staying asleep. . 0 1 2 3 G 3. Other things kept malting me think about it. 0 1 2 () 4 4. I felt irritable and angry. 0 1 2 Q 4 5. I avoided letting myself get upset when I thought about it or was reminded of it 0 1 3 4 6. I thought about it when I didn't mean to. 0 1 2 () 4 7. 1 felt as if it hadn't happened or wasn'treal. 0 0 2 3 4 8. I stayed away from reminders about it. 0 1 Li) 3 4 9. Pictures about it popped into my mind. 0 1 2 (33 4 10. I was jumpy and easily startled. 0 6) 2 3 4 11. I tried not to think about it 0 C} 2 3 4 12. I was aware that I still had a lot of feelings about It, but I ddn't deal with them. 0 1 2 ` 3J 4 13. My feelings gout it were kind of numb. 0 (7 2 3 4 14. I found myself acting or feeling like I was /,, back at that time. 0 6j 2 3 15. I had trouble falling asleep. 0 1 2 3 aia 16. Mad waves of strong feelings about it. 0 1 2 3 4 17. I tried to remove it from my memory. 0 1 6* 3 4 18. I had trouble concentrating. 0 1 2 O3) 4 19. Reminders of it caused me to have physics reactions such as sweating,trouble breathing, nausea,or a poundng heart. () 1 2 3 4 20. I had dreams about it. G 1 2 3 4 21. I felt watchful and on guard. 6) 1 2 3 4 22. I tried not to talk about it. 0 1 ( t3� 4 ,_MCC:-11/2011998 Totals: _ + S + 8 + a,0 + ,..a_ . -5,3 Avoidance Su bscale= mean of 5,7,8, 11,12,13,17,22 Intrusion=mean of 1,2,3,6,9, 16,20 Nvoecarousal=mean of 4,10, 14, 15, 18, 19,21 DEPRESSION SCREENING CLIENT: CC DATE: 71 a f cc, vE' I am unable to do the things I used to do. ❑ I feel hopeless about the future. ❑ I can't make decisions. ❑ I feel sluggish or restless. ❑ I am gaining or losing weight. ,E'_( I get tired for no reason. ❑ I am sleeping too little or too much. ❑ I feel unhappy. ❑ I think about killing myself. If you checked 5 or more of these statements and you've felt this way everyday for several weeks, there's a good chance you are suffering from depression and should see a doctor. If you checked the last item, you should seek help immediately, regardless of your answers to any of the other statements. Client Case Management Plan Weld County Core Services The Bonding Program Date:00/00/00 Children:Baby CC Parent(s):CC Household#:xxxx Trails ID# :xxxx Referral Date: 00/00/00 Contact:Becky McMahan L Presenting Problem: Attachment Concerns regarding the mother's ability to provide the nurturing necessary to promote a sense of trust and security in the infant. Interaction: Concerns regarding parenting skills such as basic parenting tasks and ability to respond in a nurturing manner consistently to the baby's needs. Concerns regarding the mother's ability to recognize the baby's cues. Mastery: Concerns regarding mother's ability to remain consistent and stable in her care and response to the baby. Concerns regarding the mother's knowledge of growth and development,appropriate expectations of the baby,and understanding of healthy stimulation. Concerns regarding mother's emotional status and her ability to learn and grow with her baby. Support: Concerns regarding financial stability,ability to obtain necessary medical care for her self and the baby. Concerns regarding family relationships and consistency of support. II.Plan of Action: Attachment: The bonding nurse will visit in the home four hours per week during CC's visits with Baby. She will offer information and guidance in assisting CC with responding to baby in a nurturing manner,which will promote bonding. interaction: The bonding nurse will offer demonstrate and guide mother in her interactions with the baby in a manner,which encourages reciprocal responses between the two. She will encourage consistency and repetition in the interactions. Mastery:The bonding nurse will encourage and support mother in her efforts to provide care for the baby through demonstration,education,and guidance.She will assist mother in addressing her own emotional needs and insecurities and assist her with referral to appropriate services if needed to address mother's emotional issues. Support: The bonding nurse will offer ongoing information in the mode by which the mother describes as best for her to learn. She will assist the mother in accessing resources by making referrals to the appropriate agencies and guiding her in making and keeping appointments. III.Anticipated Outcomes: Attachment: The mother will demonstrate increased awareness and practice of the behaviors necessary to enhance bonding. These behaviors would include holding,rocking,smiling and using a soft voice,gentle handling and holding the baby to feed her the bottle. Interaction: Mother will demonstrate through her response to the baby that she understands her cues,by offering appropriate comfort,stimulation and consistency. Baby and mother will share in reciprocal interactions,such as smiling and talking. Mother will demonstrate her awareness of the developmental stage of the baby through age appropriate stimulation and expectations. The baby will demonstrate ability to perform age appropriate tasks. Mastery: Mother and child will maintain consistency and predictable in their reciprocal behaviors.The baby will demonstrate age appropriate mastery of developmental tasks. Mother will follow through with referral for mental/emotional health issues. She will demonstrate that she is able to better focus on the needs of the child through her attentiveness and response to the child as a result of counseling. Support: Mother will demonstrate her knowledge and understanding of available resources by making and keeping appointments and following through with required application processes. The mother will seek support and cooperate with her family in effort to better her life and that of the baby. CC: Caseworker: Program Supervisor: Transition Plan Client: Mama CC Case worker: HH#XXXXX Trails ID#:xxxxxx Contact:Bonding Nurse I. Visitation and intervention by bonding nurse- visits with the client and infant will decrease as mother shows evidence of progress based on the objectives of the Case Management Plan. Visits in the home will take place for two hours per week initially during the first 2-3 months of the referral. These visits will decrease to one hour every week for four weeks and then to one hour every two weeks week for another one to two months. II.The mother would be well established in therapeutic services as needed and have a history of consistency in her commitment to complete the services. HI.The mother will have safe and adequate child care and have knowledge of resources for future use of day care services. IV. The mother will have completed interviews with Job Services where she was referred and is in process of obtaining a job. She will have completed classes for obtaining her GED. V. The mother has developed healthy relationships with members of her family's church group and is taking an active part in activities there. Her family has been stable and helpful to her and remains interested in supporting her. 2 Core Services Monthly Progress Report The Bonding Program Date: 0/00/00 To:Case Worker From: Becky McMahan Client:CC and Baby CC HH#: xxxx Cpse ID#: xxxx Service Period: 0/00/00 to 0/00/00 1.Presenting problems of the family: A. Attachment: Concerns regarding bonding and attachment. B. Interaction: Concerns regarding parenting skills and mother's ability to recognize and respond to the baby's cues. C. Mastery: Concerns regarding mother's ability to provide secure and stable physical and emotional environment for the baby environment for the baby. D. Support: Mother is in need of resources to assist her in the areas of finances,medical treatment and education. 2.Specific services provided: The bonding nurse visits in the home twice weekly for two hours each visit. CC is offered verbal and written information and guidance as she cares for Baby. 3.Extent of client's participation and commitment to the program: CC has stated that she has been nervous having the bonding nurse there for her visits twice a week. She presents this as a problem because she has a difficult time trusting new people and her mother states that this has made it difficult for CC to interact with Baby in a comfortable manner. The baby's visits were cancelled the week of February 13 due to illness. No other visits were cancelled this month. 4.Client's progress to date: CC continues to improve in her ability to understand what Angel needs in terms of basic care,such as changing her diaper,feeding and holding her. She has put more effort into playing with Baby for short periods of time. Baby responds to CC by smiling and making sounds responsively. CC is easily distracted and maintains these interactions only briefly. On February 28,CC was reminded early in the visit to be sure to change Baby's diaper as she had had a diaper rash the day before. CC did not follow through and the baby's diaper was not changed. Baby is now crawling and pulling herself up to furniture. Though she seems to enjoy the face-to-face play with CC,she is at a point in her development where she wants to explore and move about. This is normal behavior. CC seems to be hurt about her child's interest in her environment.She makes statements like, "She doesn't want to play with me.I don't know what i am supposed to do." CC has shown little interest in understanding and applying the growth and development information offered to her,both verbally and written.On February 21,CC was given written developmental guideline and asked to observe Baby during her visits the rest of the week and note Baby's development as compared to the information.The purpose of this exercise was to give CC a better understanding of her child's needs,based on her stage of development.This piece of paper was lying at the same place where the bonding nurse had placed it when she visited the home the following week. CC had not looked at it or followed through with her homework. CC was asked at an earlier visit if Baby could sit alone. She shrugged her shoulders and stated that she did not know. She did not make an effort or show interest in getting down with Baby to see if she could sit alone. Understanding a child's growth and development is essential in order to better understand the changing needs and interests of the child. Without this knowledge a parent may have unrealistic expectations,may not be able to meet the child's needs for stimulation and nurturing and may misinterpret the baby's cues. 1 CC often complains that she does not get enough time to parent her child and states that the short visits are like, `babysitting." The bonding nurse has emphasized that it is important for CC to utilize her time with Baby by making an effort to maintain interactions and by responding to Baby's interests. At the visit on February 28,after discussing the CC's concerns regarding visitation time and the bonding nurse giving her suggestions,CC did an interesting thing. She put Baby in the swing and gave her the bottle while she(CC) ate and took a smoke break,about 15 minutes. When CC returned to the room,she went to Baby and handed her the bottle,which she had dropped,then sat in the chair,outside of Baby's visual field. After another five minutes or so,the bonding nurse pointed out that this was like baby-sitting. CC had 30 minutes left in her visitation time with Baby and Baby sat alone in the swing. Even then,CC did not get up and get Baby until her mother told her to do so. This may have been a way for CC to express her anger. The pattern of not responding to suggestions has been consistent in CC's behavior and response to the bonding nurse. CC is focused on what the baby can give her rather than what she as a mom needs to be giving to her baby. This is concerning,as the child gets older and becomes more independent.A mom who is depending on her child to fill her own need for love will have a difficult time understanding her child's needs and responding appropriately. This parent may convey a negative attitude toward the child as the child's world expands outside and away from the mother. Certainly this could affect the child's sense of trust,security,self- confidence and self-esteem. CC spends a lot of time lamenting her status and the unfairness of the situation. She often refers to the baby's father and the past relationship. She appears to be emotionally"stuck"in the realm of her previous relationship with Baby's father,the pregnancy,labor and delivery of the child,and the unfairness of Baby being taken away from her. She often reverts back to those events and her concern about what Baby's father is doing and how much time he is spending with Baby. She has a difficult time addressing her own issues and responsibilities and often diverts the conversation to past events rather than address more pertinent topics. CC is ambivalent about the current pregnancy. She has had only one prenatal appointment and continues to wait for her Medicaid to be approved. She was not taking prenatal vitamins until this week. She expresses some excitement about the new baby and also expresses concern about having a second child to care for. She talks only briefly about the baby then goes back to,"I just want my baby back." The bonding nurse is concerned that CC may be depressed.She has experienced the lose of a relationship, the placement of her baby outside her home and she is dealing with the physical and emotional changes related to pregnancy. She seems lacking in motivation to address some of the things she needs to be attentive to at this time. It is possible that she is unable to focus well enough to take in new information and follow through at this time. At the visit on February 28,after the bonding nurse had suggested that CC might benefit form a more therapeutic intervention.Both CC and her mother objected.CC stated,"I do need therapy,but I have too much on my plate right now". Her mother was concerned that it would be too hard and would take too long for CC to develop a trusting relationship with another person,reminding the bonding nurse how long it took for CC to be comfortable with her. The bonding nurse believes that it would be beneficial to CC to be involved individual therapy to help her in addressing her own issues at this time.Based on CC's concerns about developing a trust relationship,the bonding nurse is willing to continue to work with CC in the areas of parenting and developing a stronger emotional relationship with her child. Unless CC addresses her own emotional and mental health issues, she may have a difficult time offering her baby the consistency and stability necessary to ensure that Baby can develop a strong sense of trust and security in the relationship. Current status of concerns: A. Attachment: CC is affectionate and nurturing with the baby at times. She does not maintain interest and focus throughout the visit. B. Interaction: CC shows little interest in understanding her child's cues and needs beyond the basic care needs. She is inconsistent in responding to Baby and at times appears impatient or disinterested. 2 C. Mastery: CC shows little interest in understanding her baby's development and changing needs and interests.Baby does not seek out mom's attention or proximity consistently. D. Support: CC has depended on her mother to apply for her Medicaid. She defers her fmancial concerns to her mother. She depends on her mother to help her with Baby even though mother works and is often tired at the time of the visits. Mother has begun to ask CC to do more on her own. 5.Anticipated discharge date: 0/00/00 Comments: It is the impression of the bonding nurse that unsupervised visitations would not be in best interest of Baby at this time. cc.Caseworker: Core Services Specialist: Program Supervisor: 3 Core Services Request for Renewal The Bonding Program To: Andrea Shea Request for Renewal of Services to the Bonding Program Date of Request: Client: Mama CC and Baby CC Caseworker: HH#: xxxxxx Trails ID#: xxxxxx Initial referral date: 00/00/00 End date: 00/00/00 For 3 months at 2 hours per week Requesting: 00/00/00 to 00/00/00 3 months at 1 hour per week with anticipation of closing case at the end of this renewal period if mother continues stability and progress in all areas of concern. Review: Mother has progressed in all areas of her initial plan of treatment in the Bonding Program. With further guidance and support it is anticipated that she will have a stronger support system,have increased resources and have grown in her ability to provide nurturing parenting for her child. This case has been reviewed with the caseworker to address the renewal. Thank you, Becky McMahan Appendix B Appendix B Lori J. Kochevar M.S. L.P.C. 1024 81°street Greeley, CO 80631 (970)352-8873 lorik@aspacetogrow.com Clinical Facilitation Skills: • Ability to provide an energetically clear environment for conflict resolution. • Facilitate a creative process that allows knowledge to be integrated on multiple levels of awareness. • Clear understanding of when family members are physiologically able to negotiate differences. • Ability to assist family in synthesizing large amounts of sensitive information to reach a consensus. • Skill in facilitating resolution of issues in a manner that is respectful and sensitive to individual differences in culture, agendas, and desired outcomes. • Unique ability to teach physiological self-regulation through use of mirror-neurons. • Extensive training and experience in group/family dynamics, spirituality, trauma, child welfare, and body-centered psychotherapy. • Ability to assess and mitigate physiological effects of trauma on current functioning. • Proven skills in identifying multi-faceted family dynamics, psychological, and social issues for families involved in the child welfare system. Training&Curriculum Development Skills: • Trained colleagues in multiple agencies on strength-based, family-focused models: Family Preservation Services and Family Group Decision Making. • Have provided training across the state for schools,agencies, and the general public. • Use of experiential strategies to access multi-dimensional learning of information which increases participant's ability to recall and implement strategies across time and in non-ideal circumstances. Training Approach: o Present comprehensive coverage of all essential information, in the moment as dictated by the group dynamics and specific training needs. o Build cohesive curricula which employ progressive skill sets with multiple review of core material in different areas to increase retention and ability. o Facilitate a transformative process that motivates participants to take action in order to improve their life situation. o Encourage self-exploration and understanding of how a participant's thoughts,words,feelings and actions affect their own and other's well being. o Empower participants by seeing how they can transfer applicable existing skills into their new role,while building additional role-specific skills. o Use transfer-of-learning strategies to increase participant's ability to utilize the skills taught. Program Development&Community Organizational Strengths: • Developed and direct the following bid programs with Social Services: Family Preservation Services, Family Group Decision Making, Foster Parent Core Training, Foster Parent Consultation, and Home-Studies. • Currently serve as program administrator and grant writer for the Bonding Program. • In a director level position, guided 18 agencies in collaborative efforts in fundraising, program expansion,and community development. • Spearheaded community efforts to fundraise for and build a Boys and Girls Club in the San Luis Valley,which currently has three sites and are serving over 1,500 youth. • Organized Philanthropy Days: brought in philanthropists,foundation directors, and trustees to visit and enjoy the Valley's multiple cultures, learn of its services and strategize in partnership with the Valley for short and long term financial successes. • Successfully completed the Colorado Leadership Program to learn all phases of fund raising, management,and board development. • Develop and maintain solid working relationships within the community. • Participated in the El Pomar Community Leadership Program to increased awareness of personal leadership style, strengths, and developmental edge. Supervision&Consultation Skills: • Program Supervisor of Independent Contractors for grant compliance, agency/client satisfaction, and clinical excellence. • Provide program and clinical consultation to Program Directors at the Child Advocacy Resource Education(CARE)agency, and independent therapists. • Participated in Mastering the Art of Child Welfare Supervision training to achieve high standards of supervisory practices in order to assure the effective and efficient delivery of child welfare services. Work History: 1995—Present Private Therapist Contracted with Departments of Social Services in the San Luis Valley and Weld County, Hospice,Ackerman and Associates, Child Advocacy Resource Center, Prevention Project, and Mountain Trails Youth Ranch. 1995—1996 Director-Grant writer San Luis Valley Community Fund 1992—1995 Family Preservation San Luis Valley Mental Health Center Specialist 1992—1995 Wilderness Therapist San Luis Valley Mental Health Center 1989—1991 Disabilities Consultant University Affiliated Program, USM 1989 Teaching Assistant University of Northern Colorado 1986—1989 Supervisor Boys and Girls Club, Greeley, CO Education: University of Southern Mississippi, M.S. Counseling Psychology GPA: 3.8 University of Northern Colorado, B.A. Professional Psychology GPA: 3.5 Involvement: Member,Weld County Child Welfare Committee Founding Board Member, Boys and Girls Club of Alamosa Member, San Luis Valley Coalition for Youth Services Chairperson, San Luis Valley Multicultural Task Force. TRAININGS FACILITATED: CHILD WELFARE 02/07/03 How Trauma and Neglect Effect Children's Development 2000-2005 Investigations:Rules,Roles and Resources 1998 Family Group Decision Making 1998 Creating Health/Balance in Relationships 1997—2005 Foster Parent Support Groups 1997 Family Preservation Services 05/30/97 Team Building for Families—Healthy Families 05/30/97 Finding Balance: Multicultural Dynamics with Clients and Foster Families FOSTER PARENTING 2000-Present Core Training—Foster Parents 2001 State Foster Parent Annual Conference—Trauma in the Body 03/10/00 Healthy Transitions for Foster Children 02/26/00 What Does a Foster Child Hear? Messages Underlying Discipline 03/02 Working with Trauma in the body;Empowering Children 1999 Enhancing Communication Skills 07/10/99 ADHD—How to Create Peaceful Moments 1999 Effective Parenting for Foster Parents 03/27/99 Helping Foster Parents Deal with Attachment Issues 01/12/99 Multicultural Diversity—A Celebration of Differences 1998 Love and Logic Parenting for Foster Parents 08/08/98 Understanding Differences 04/04/98 Stress Management 101 04/04/97 Interpersonal Effectiveness for Foster Parents INTERPERSONAL EFFECTIVENESS 05/15/97 Goal Setting 101 02/07/97 Effective Communication for Mental Health Workers 1997 Young Women's Group:A therapeutic self discovery group 06/21/96 Stress Management for Health Care Professionals 04/13/96 Interpersonal Effectiveness and Team Building 01/23-25/96 Interpersonal Effectiveness for School Personnel 07/13/94 Multicultural Diversity Training of Facilitators(TOF) 03/1-7/92 Career Exploration DRUG AND ALCOHOL PREVENTION 03/11/00 There's an Elephant in the Living Room 03/27-28/95 Family Preservation Services:Motivational Interviewing 1994 Teen Baseline:Drug Prevention 05/13-14/94 Impact of Sexual Addiction on Families:Family Sculpting 1993 Baseline:Drug Prevention COMMUNITY DEVELOPMENT 09/23/05 Conscious Parenting—Resolving Conflict from Within 10/19/04 State Farm Lunch and Learn;Consciousness from Within 09/15/03 Spiritual Parenting 11/10/04 Diet and Emotions 12/11/04 Relationship and Hormones 1/15/04 Holistic Health Planning 09/06/97 Day of Caring—United Way Service Day 04/22/97 Golden Rule—United Way Awards for Excellence 04/19-20/96 Non-Profit Board Development 04/19/95 Building a Strong Non-Profit Board 07/13-15/95 Philanthropy Days—Organizer 03/01/92 International Women's Week Organizer CONFERENCES ATTENDED: TRAINING/GROUP FACILITATION 4/23-30/02 Survival Skills for Healthy Families,Facilitators Training 10/30/99 Matrix Leadership 10/21-22/96 Working as Partners with Managed Care 04/02-05/96 El Pomer Community Leadership Program 1995 Community Resource Center,Leadership Program 02/09-13/95 Challenge by Choice:Ropes Course 05/20-22/94 Organizational Conflict Management: CSAP 02/01-04/94 Multicultural Conference 04/14/94 Empowering Resistive Client II 05/03-14/94 Teen Baseline,Training Of Facilitator 06/09/93 Empowering Resistive Clients 10/05-09/93 Baseline,Training Of Facilitator 11/30/93 Exploring Multiculturalism,Facilitator Training 10/13/93 Conflict Mediation Training 08/11-14/92 Multicultural Training:CSAP 05/12-26/89 Women as Leaders FAMILY/ORGANIZATIONAL SYSTEMS 08/07-08/05 Preserving Connection,Effective Visitation 2004-2005 Mastering the Art of Child Welfare Supervision 11/03-05/02 Marriage and Family—2000 National Conference 06/04-06/99 Passionate Marriage 10/15-19/98 Marriage and Family Conference 05/16-17/98 Relationship Enhancement 12/08-09/97 Family Group Decision Making 10/06/97 Family Group Decision Making 05/02-03/97 Marriage and Family Conference Fall 1995 Leading Edge/Strategic Planning 03/29/95 Fund-saving Workshop 09/15-16/94 Family Preservation—Supervision 07/20/94 Jim Fay Parenting 07/13/94 Family Sculpting 04/26-27/93 Family Sculpting Spring 1993 Redirecting Children's Behavior 02/06/93 Meaningful Family Communication 07/07-08/92 Active Parenting 03/16-19/92 Family Preservation Training 09/20-21/90 Parents and Professionals United BODY-PSYCHOTHERAPY;TRAUMA AND GRIEF 08/04/05 Ron Kurtz-Hakomi 08/5-7/05 Hakomi-Body-Psychotherapy Conference 03/03-06/04 Developmental Need Meeting Strategy 06/20-23/03 EMDR International Conference 3/7-9/03 EMDR 10/26-27/01 Nero-science and Somatic Treatment of PTSD 1/14/01 Allan Schore—Neurobiology of Trauma 2/16/01 Bessel Van der Kolf—The Limits of Talk Therapy in Trauma 03/28/01 Bruce Perry—Brain Development 1999-2000 Hakomi, Sensorimotor Integrative Somatics-Certificate 12/03/99 Jurisprudence Workshop 06/25/99 Molecule of Emotions 04/09/99 Depression and Anxiety 05/19/97 Cultural Grief 09/14-16/95 Annual Hospice Conference CHILD WELFARE 12/13/04 Therapeutic Foster Parenting 06/04/05 Primal Wound,Parenting the Acting out Children 01/07-08/00 Foster Parent Core Training 01/23/02 Attachment Disorders&Adoptive Parents,Terry Levy 2001 Bonding and Attachment-Infant Massage 2001 Pulled From Rushes—Power of Narrative in Adoption 2001 A Day of Play Fred Donaldson 2000—2005 Child Welfare Conference 2000 State Foster Parent Conference-Trauma in the Body 1999 Reaching Children—Play Therapy Byron Norton 09/10/99 Testifying in Child Abuse Cases 07/12/99 Fire starting—Prevention and Intervention 01/29/99 Play Therapy 12/11/98 Attachment Disorders 10/18/97 Art Therapy for Children 04/04/97 Attachment Disorders 10/11-13/96 International Play Therapy Conference 07/08-09/94 Play Therapy 09/26/93 Traumatic Stress Reactions in Children 03/11-14/93 Child Adolescent Conference Spring 1993 Play Therapy for Adolescence 02/16-17/91 Strategic Therapy for Adolescence 10/11-13/90 C.H.A.D.D.Conference on ADHD 05/30-6/1/90 Early Intervention 12/05/89 Play Assessment SUBSTANCE ABUSE AND DOMESTIC VIOLENCE 07/19/05 Challenges of Methamphetamine—Community 10/14/98 Working with Aggression in Group Therapy 09/23/97 Domestic Violence 09/17/97 Substance Abuse 05/16-17/94 FPS—Motivational Interviewing—Jill Kenney 09/17-19/92 Annual Mental Health Conference 04/23-24/92 Domestic Violence Conference Jenna W. Reed 1356 Terrace Dr. Longmont CO, 80501 303/772-9867 Objective: To obtain a position where I am able to use my education and skills to help clients achieve their full potential. Education: Bachelor of Social Work, Spring 1997, Graduated Summa Cum Laude Minor: Political Science Colorado State University, Fort Collins Colorado Study Abroad: Women and Development: Southern African Perspectives Augsburg College, Windhoek Namibia Spring 1996 Work Experience: Child Protection Caseworker B: Boulder County Department of Social Services, Boulder CO (10/05-Present) - Crisis intervention for families in need of child and adult protection during evening and weekend hours - Risk assessment and placement of children out of home if needed - Weekly instruction of a parenting class focused on nurturing and safe care of children all ages Child Protection Caseworker III: Weld County Department of Social Services, Greeley CO (3/99-3/05) - Treatment and permanency planning for families and children in a home based or foster care setting - Initiating and testifying in Dependency and Neglect actions and routine court review hearings - Ongoing risk assessments and family reunification planning - Investigation of child abuse and interviewing all involved parties Relinquishment Counselor: Small Miracles of the Rockies, Denver CO (9/98-3/99) - Counseled birth parents considering adoption - Facilitated meetings and communication between birth parents and prospective adoptive parents - Prepared relevant court documents and assisted birth parents through the legal process of relinquishment Social Worker: Bessie Burton Sullivan Skilled Nursing Facility, Seattle WA (3/98-9/98) - Completion of initial/quarterly MDS (2.0 version)assessments and mini mental evaluations - Facilitate quarterly"care conferences", interdisciplinary team meetings with staff and family members - Discharge planning for short term residents, responsible for coordination of outside services - Education of families about Medicaid/Medicare regulations and completion of Medicaid applications Internship: Larimer County Community Corrections, Ft Collins CO (1/97-6/97) - Interviewed clients daily at the county detention center and made recommendations for bonds to the court - Performed multi-level assessments and mental health evaluations - Co-Facilitated a cognitive thinking group(Ross Criminal Thinking Group) - Maintained a consistent case load while performing numerous other duties Facility Supervisor: Catholic Community Services, Fort Collins CO (2/95-11/96) - Supervised operation of homeless shelter during evening hours. - Processed incoming clients and made relevant referrals to collateral agencies Resume Rebecca McMahan 3720 Boulder St. Evans, Co. 80620 Objective The purpose of this resume is to verify qualifications for the position of Attachment and Bonding nurse. Expedience 2002-Current time Jubilee Retreat Center for Families Private Contractor for Attachment and Bonding Services • Work with families to assist in promoting healthy attachment and bonding 1995-2002 Weld County Department of Public Health and Environment Greeley,CO Pubic Health Naas/Chid Health Teem • Implemented the Attachment and Bonding Program from the onset of the program in July of 1995. • Started a Parent Support Group for parents of children with attachment and bonding issues,which continued for two years. • Utilization of the program has increased threefold over the past five yews. • Worked in Child Health Clinics and other areas of Public Health Nursing. 1981-1995 North Colorado Medical Center Greeley,CO Staff Huse en Pediatrics Unit • Provided nursing care for children and young adults with acute and chronic illnesses. • Provided support and education for parents and family of the above. • 19741975 School Health Nurse • School District* Greeley,CO • 1968-1970-Migrant Heath Nurse for(.ubtrdu State Health Department Assisted migrant families in accessing heath care in SE Colorado • 1974-Bachelor of Science Degree in Nursing Education UNC-Greeley,CO • 1975-Pediatric Nurse Pradtioner Training Program CU-Denver,CO • 1995-1996-Training at the Institute for Attachment and Child Development in Evergreen, CO, Continuing Education (formerly,The Attachment Center in Evergreen)which focused on parent-child bonding and parenting and TraYtng children with Ambient issues. • 1996, 1997,1998-Attendance at the annual ATTACh Conference that offers updated information to professionals and parents in the field of attachment and bonding. Th.so-.ria.s are active therapists, psychiatrists,therapeutic foster parents,adoptive and biologkal parents. • 1997,1998, 1999,2001,2002,2005-Attendance at the annual simmer conference at the Institute in Service for Attachment and Chid Development (The Attachment Center in Evergreen). Presenters are professionals in the field of Amin writ and bonding, who provide updates and education for professionals and parents on topics relating to attachment and bonding. • 1999-FIRST-Family-Infant Relationship Training Program • 1999-Assessment of Parent-Child Interaction- Interdisciplinary Training in the use of the NCAST Scales [Nursing Child Assessment Satellite Training Program]. • 2002-current time-Ongoing consultation with Lori Kochevar,MS,LPC • 2004-Foster Parent Training Program • 2004-current tine-Ongoing In service provided by Sheen Malloy,PHD addressing attachment and bonding and other topics related to childhood mental heath and parenting. Barbara Jetley Master of Arts Licensed Professional Counselor P.O. Box 40996 970-314-2608 Grand Junction, CO 81504 pogojet@hotmail.com 6/05 — Present Project BLOOM Clinical Coordinator, Colorado West Mental Health Center, Grand Junction, CO. I provide consultative services and collaboration with Early Childhood Partners and other service providers in Mesa County. Social Marketing of a wrap around approach for intervention and participation in a National Evaluation is a major component of this Federal Grant. I provide mental health assessment, case management and therapy services to children under six, and their families. This non-traditional model includes services in variety of settings including childcare settings and home. 7/04-5/05 ADMINISTRATIVE WORK, Kelly Services, Everett, WA I provided temporary administrative work in insurance, publishing and intellectual property settings. 8/96—3/04 PRIVATE PRACTICE, Pagosa Springs, CO. I provided general counseling services to a variety of clients, both privately and under contract with the Archuleta County Department of Social Services. I provided Family Preservation/Home Based Family Therapy entailing intensive home based services to families with children at risk for out of home placement, individual and family therapy, case management and crisis intervention. Also, with the same contractor, I employed, administered, and was clinical supervisor to a paraprofessional, providing mentoring services to boys with behavior problems. I provided standardized treatment as a Certified Provider for court ordered Domestic Violence Offenders. I provided clinical supervision to two Domestic Violence Counselors in the Twelfth Judicial District. I received frequent referrals from Victim's Compensation and Probation. I was elected President of the volunteer Board of the Archuleta County Victim Assistance Program, and served for two years. 1/93 - 8/96 FAMILY DEVELOPMENT SPECIALIST, Southwest Colorado Mental Health Center, Pagosa Springs, CO. I provided the above Family Preservation Services through this agency. Duties included a children's summer program, outreach to homebound seniors, and service on the Quality Assurance Committee. Community development included the Community Support Team, Adult Protection Team, Long Term Care Committee, and the Child Protection Team. 7/92 - 1/93 CLINICIAN, Creative Resource Center, Monte Vista, CO. As Certified Domestic Violence Treatment Provider, I was recruited by this agency to take over their Domestic Violence Offender Program. I provided outpatient clinical services to a general population. 2/90 - 6/92 CLINICIAN, San Luis Valley Comprehensive Community Mental Health Center, Alamosa, CO. I provided counseling services to groups and individuals with major and chronic mental illness, including adults, children, couples and families. ' My duties included 24 hour crisis intervention, mental status evaluations, assessment, diagnosis, treatment planning, charting and peer review. 9/88 - 12/89 MASTER OF ARTS, Adams State College, Alamosa, CO. GPA: 4.0. 1/86 - 12/88 BACHELOR OF ARTS, Adams State College, Alamosa, CO. GPA: 3.97. Summa Cum Laude, Psychology Major CERTIFICATIONS AND LICENSING Colorado Licensed Professional Counselor#1056 Certified Equine Assisted Psychotherapist Certified Family Development Specialist Certified Teacher of English as a Foreign Language MEMBERSHIPS (former and current) American Counseling Association Colorado Counseling Association Archuleta County Victim Assistance Program Board President President's Honor Society, ASC Dean's Honor Organization, ASC Barbara Jetley Continuing Education DC 0-3R Diagnostic Assessment for Early Childhood—Grand Junction, CO—Aug. 30-31, 2005. NCAST Conference and Mental Health in Pregnant Women—Seattle, WA—Aug. 5-8, 2005. Nurse's Child Assessment Satellite Training—Grand Junction, CO—9 days, Jul. Aug. Sept. 2005 High Fidelity Wraparound Multi-system Case Management—Grand Junction—July 6-8, 2005. HIV/AIDS Education and Prevention Class—Everett, WA—April 2, 2005. Teaching English as a Foreign Language—Net based-Jan to April, 2004. Grant Writing- Pagosa Springs-March 27-28, 2003. Art and Play Therapy with Child Victims of Trauma-Denver-2002. Family Group Decision Making-Pagosa Springs-June 25-26, 2001. Play Therapy Workshop, A Play Odyssey- Denver- Mar 8-9, 2001. Colorado Organization for Victim Assistants-Keystone-Nov 13-15, 2000. Tactics of Men who Batter—Duluth, MN -Oct 26-28, 2000. Equine Assisted Psychotherapy Certification- LaVeta-July 12-14, 2000. Colorado Child Welfare Conference-Vail -June 7-9, 2000. Mental Health and Infants- Ignacio-Apr 14, 2000. Ongoing Foster and Adoption Training - Durango- December 8-9, 1999. ACVAP Voluntary Board Training -Pagosa Springs-Sept 19, 1999. Issues of Post Legal Adoption-Douglas Califono - Durango - May 19-21, 1999. Jurisprudence- Larry James-Durango-April 23, 1999. Anti Social Personality Disorders-Stanton Saminow- Denver-Nov 18-20, 1998. Assessment of Lethality-Gary Gibbons-Alamosa-Sept 11, 1998. Child Welfare Conference-Vail-June 10-12, 1998. Colorado Organization for Victim's Assistants Conference-Steamboat Springs-Oct 22-24, 1997. Training in Assessment and Treatment of Domestic Violence-Durango-Oct 15-16, 1997. Custody Evaluations-Breckenridge-Sept 11-13, 1997. Grant Writing - Durango- Feb 21, 1997. Ending Violence Against Women-Pagosa Springs-Aug 19-20, 1996 Child Therapy, Foster Cline-Pagosa Springs-June 14, 1996. Making Sense of Marital Conflict- Denver University-June 10-12, 1996. Secret Crimes- Ft. Lewis College-May 16-17, 1996. Family Reunification- Denver-April 22-24, 1996. Colorado Mental Health Conference- Breckenridge- Sept 17-19, 1995. Four Corners Indian Country Conference-Stopping the Cycle of Violence-Durango-Aug 23, 1995. Lorenza P. Perezverdia B.S. CAC II Bilingual counselor (English-Spanish) Eaton, Co. 8061 5 (970) 405 4491 lorenzach@hotmail.com Bi-cultural counseling skills • Ability to identify individual's struggle to adapt into the American Culture due to cultural differences • Ability to assist and ease individuals and family's adaptation process. • Extensive knowledge of local public resources • Ability to recognize the kind of public resources and provide information about them to the individual according to their unique needs. • Ability to visualize potential problems/obstacles that the clients might encounter to succeed in their environment. • Ability to recognize common behaviors in the Hispanic culture that represent a major risk for the client or people in the community. • Ability to assist client to recognize such behaviors as potential problems and assist them to find better choices to achieve desired results. Drug and alcohol counseling skills • Knowledge in the use of tools to assess individual's Probability of having Substance Abuse or Substance Dependence Disorder. • Ability to provide knowledge regarding drug and alcohol short and long time effects and consequences in different areas in a person's life. • Great ability to empathize with client's current situation • Ability to provide knowledge in a manner that could be integrated in the individual's daily, practical life. • Habituated in using a extensive variety of tools to provide knowledge (visual, hearing, hands-on, experiential) • Knowledge in Motivational Interviewing and ability to encourage client's major changes in a life style. • Ability to work in team with different State Departments to better assess client's needs and to assist clients to succeed. Training All classes required to be a Certified Addiction Counselor II Sub-cultures Trained in Cognitive-Behavioral based Programs. I sub-developed a Therapy program for DUI Hispanic offenders in Larimer Co Work history 2000 Internship Educational Psychology in a Special School that worked with children with special needs such as learning, development, motor disabilities. Industrial Psychology in a Human Resources/Job placement place. Clinical Psychology in a Victim's Advocacy place. I worked with Sexual Assault Victims. 2000-Present CATS I started as a volunteer and was hired as Contract counselor former Teen Counseling in 2002. I've Worked with adult Hispanics,teenagers and Center I've held Anger Mgmt.Groups. Most of the clients are DUI offenders.The main goal of the program is to prevent Relapse and Recidivism. 2000- 2002 Part-time job as Interpreter,working especially in the medical/ Rehabilitation field. 2002-Present Creative Counseling Hired a full-time Counselor in 2003. My job includes but is not Services/Institute for limited to working with DUI offenders,doing intakes,discharges Alcohol Awareness Case Management,Substance Abuse Evaluations, Individual and Group Therapy sessions, Relapse Prevention, Monitoring sobriety,etc. Education Universidad de Guadalajara UNIVER AIMS Community College Odyssey Training Center Appendix C WELD COUNTY AUTHORIZATION FOR CONTRACTUAL SERVICES Date: August 30, 2006 Provider: Becky McMahan Billing Contact: Lori Kochevar Phone #: 970-352-8873 Address: _1024 8th Street Greeley, CO. 80620 Description of Services: The Bonding Program Service Month /Year August 2006 Charges: $775.00 I CERTIFY THE SERVICE AUTHORIZED WAS PROVIDED ON THE DATE INDICATED AND THE CHARGES ARE MADE PURSUANT TO A BONA FIDE CON 1RACT BETWEEN ME AND THE WELD COUNTY DEPARTMENT T OF SOCIAL SERVICES. DcAt �� I V�21/� / Dfc Printed Nine of Signer Provider ature Date AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAA FOR COUNTY USE ONLY: Approvals: / / Core Caseworker Date Director Date AMOUNT PAYABLE: $ ANY CHANGES LISTED BELOW: Client/ID/HH# Billed Amt Denied Paid Reason a 0�j $>D y Ng rV. M n � m 0. a Uo G rn a o U 0 g ‘z. z "I cg n 8 �'' �O N �. V C O ;b 0 y 4. N 3 ¢ y W 0 °�" « Z e h i a! E a ❑ (1'^ v�, a qr T W y �H � Aim A 'yo 0 goadME-. O• 6a � .y 3c • p T. di = W UUn: ai aq o c d' WW XX 2 P4 m'° a d 'f el E u1 4 E x ^„�' waF' uxici w F x ti . E CV ° $ j8 8 8 p8 4 ci v-1 wi Y, c4 i3 E2 4f H H K 4 0f G t N X CU o w a £ � G 8 8 8 8 8 V H NN g69 8 a o a a n3 8 C N C < vi .N-i co ci w O FA a g ti o 8 8 w U aq o r Q m F ¢.W ad a o a Po z 5 p a o z i...- C.) a a .. o o o W 3 0o u Q W n b r b h o 6) o`, 5 5 a ep a w 1 Ri I U Z 11R N N N r U F aen op mcr en NN. v 0 U 8 gt 0 y5 wl Z G Mr' erg 0 ts 74 V v U °a UU b d G O F Q L vii U .co 'to N T'O n 'O t. X4lUmrPN $ � mg � .2 $ r, lib O N o ^ry y z VI tv .M 2 C o F z uo N N. o C Zr x t-, cnM W „• y 5A g ? ON w x W a.I t � �4 I o y ¢; W u ti 2 a o $ a u W o ° 8 8 8 8 i Sp • gQ -^y 0.1 a o • co' g h g W N ' ;pp..z N U N .6 U F 0 ~ K H K K a i LA O U rn % n h U`�C�.1 C 4 C '9 4 U Q 7 U0. s �3 xC so g m c g 5 'g Ca 9Ua] .0 L1z m c... '-61 5 cn Q ' F ._ € s v E" ) ocpo d 3 o .� o . a xQ 05 E — j X 4t u §. .§ k o U U >, en c4 fo z Vs dY oa x x x x k o. t 00 a 4 � g c3 U • o d a e .4 a ° � -Si', Oa a ° � 8 g 8 U pri N r , ,� z �. W h ao vSO C C o 1...., u '�" Q U G f L F F o o go R. I IU Q $ A 3 W a B Q NI ". >, rn ° x° Q a aW a 0 8 0 8U Q r- t u a ° t ao m L N ° A a.“.1 . CA of C C N I a gi A $ awn � Q g o o o m0 a c Q n -"Co e h gg+ C7 C d o o a k U w W ° z Q v ^ ,Gu C y Q U u F `u Cr f-� p o q� b T 4 T T b a �fL x F 6 a f-0 Nla �F 0.1 N ts a9 s T t d 0 ,k^� 42 y 5. • >"8 g E I:: N 'v a ra c e o m .0 o _ "6 u u n E O O J W J C C o o o 8E 1 S a a c ° o. E 3 ! N O 3 y 8 q z 0. ≥U b y Y h L > 0 os P r 22 d O T O - W O sa G J C. W� — a S 3 6 3 00 y UUN N 1 Vi T 3Wo E] �R a U o z €t z oo G 'N � aE 45 .et � ° q5 0o zs 8 ^ o > g di t o o 0 V o O >. E F '2 ram dL i _5 z c mE D a > 0 0. a EE r >. •- � U a ? ≥ � N 5 u w 2 m en $eg Iii ao \ Ec o°o 00 ei c.. t O iP T� �j O fO a o 3 3 u Q a� .d uU a a � c fl s .� 6 iy w ? u g �. .E >, y U v .z. o F O W zWU 8 p C ... ai O O .p N N y ,, O 0 Y N 0 o Co coy .cp 2 a F.' > f V may' Qr N d is N Oa ,O at • Q 'O. >. C E .E q C .. v, E . ` °' v2 — g � U _. W W g c sE v iz V g U .= O T E - N O N 'a $ U O y V l — b a E C pU a o v o LL U q y N •N .S > E 4,.ar.n 4 OA O U C 00 W og t 0 % 0 cry E ,wCy0 ° — — N o '- ,400000 w O U > ti 42 — N .O. aq• q a V .E r 2 zrn a ac3a.. au! r1 y a E O u6 -0 L d 0 U O on ^� 4 O W I 0 o N ... .-. 0 O n '^ c 0 °-Nc° o aE Co ppQ_ C �9Q� wu o u a ^\ �$ Nr ^^c •p a > v g d m d >. u ti > «. L a $ y ,off o .q. ._• �+ d o > Na a Cl u0 X in N � 313 a 4 o `g ig t — 6.a S B u 'a a a N _, F a, 6 u .. ❑ — 1Q o m a a E .. u E. I.: a c� C ;4 2• G A 4. O ? S 9 1 O ° o F d z t m V , 1� o o g — o . �:: :— 0 C i, O i S O cC m m c F N s2 •= O E a ;C:: .2 CJ i ► .2N 8t z 0 L x Z0 cp c53 s O ° zss � > U az u. v § •v •= V °' > v •0 o C. •) ,E E a ., 0 :15o .y 5 L ` C N -o � .9 0 E N N .o E o O . •'7 .0. w�„ ,tom. .a w E > o '� 0. aE _ N w U u 0 O 0 fp o 5 ao a Q (� _ = S o o ¢ = 0 [ a. ^ w w o z E €no z r..., 0 :o .� w 7.4 E O a OF a Eo 7 •0 5 "dp ° ;5 Z g 0 2 0 w U .a 0� �l c. w..o 6,4 V t 0 U O F o ° F- t - � 6. i Z o ' v a) E es . .1• E E >, u a, •° ≥ —,a .. t- U d 0 w en 4 C o o d-- E.E 8 m• '...ii = 0OCg O _ § E O 4: e. cej `l) .... . v , .) j , ,3 -.:- b u >, CD - C] aw _rte �� E '' M 5o rn O C ed H F.v ti C• v v g '14 m .,..-e.a cA nl � 3 .° Hw > N ao •v o . ,o a". E g .N •c U R .F •c, i � � W W R • _ > V] Ez - G4 E c u �b � � o0.' VQvNi � rW ... .E c •�, x 0 E C�M rn 4c W 0 Q Q C Ca — 4, E Z 0 �o ~�i, O u v 5 .� `V N L a g b m Coo^, a w • z � � ^ a � 0n t4) t� ar N . ' ztn € 5, . 3aa. U. oo� b \' = s ." o a E g c L`- O.. S Cl.... .8 o V.e2 a u • 8 Z a 4 co v --.12 p 2 gg $ <5' � � � 5a Z £ €b . M N cJ — N N N N ..cc °° E Q u 6 c E O , ,_.;" ,g ¢ E 0 $ o f v u z = m . r t > , o o � -a a b z V it o u a U o O O - N N N N N a •v a s O co) 0. to)Z.3 z � a 0W C O •O ZeA U > G. U Y v 0 g •v v —y a o a n u 'A E & E E y h 2 'a W M o ti ,�`, U N a.,O $ N E O o vV 6 C 8- y C N 1 >. O ° a 'c z° o. E 04— 0 3 0 3 en 4 e ° o en mIC . 'O O U Y U p Q y E Q U ° y. F. ° a OA 8 pa o c �' yub § .pyp. --i¢ *� $.� Y1 V w aE yi U O C 2. g § t S 1; ra z w o z 2 �y° E yC N 0 n al t W C o N w z 8 z o > 7 O. cE O — W . ..= 0 d O -O E H '$ a y o E M •4 ra z ° a > E 0.0 a E E $ H . T � •$ _ ri 0 0 b edeiiPc, • m U ,� 4.; �� N a 8 U > 0.v 44''\ ��//YY P e E 0 E . C J �+ m No -o- 1 e. C c 6 00 y ao 0 3 mo 0 8 0 , .., 4 ....,..i. m� P. J2-, U pgC7 o 4 a o f ti Ey $ v a $ � � .S Pa U -4a ^ x 0 o > Z E h z - E y 2 y >. E 2 rl 7 0 a Ed ° x E b €6 oz VO74rh W C x > E " W 4.d "' 4 1.J > O 'Z 9 C y z_ gc• t � 3aaw o0 w E N 9 Y 4. L Y' U O m U .e — o 0 o C 0_ C �- a go r •v a) a d o - 2 W . Y ; 6_ vaO cn J m M � � c rd '4.,M oo O E ` _ C Fj� 'v 1 I 0 1 1 1 N C > 1" ,1��"ET.v t I E z a. N N N N C — a E �� = c � 2 0 d E U '� 0.v E �. u z Cv Q 0 1 o> o -a 0... t°UJ r . z 00 C 1 1 r. 4 T C O V z a _ �" oa c O U W U f`l C, 1, 1 �1(i vi u«6� to) O z 'J' to W = ca V VV V" W V" .7. 11 a.v) u N e u_ t a, gg t u d t� $ m ° > u v ° n > E E m q 0 w en p s a `u u o � _E a i W S. ° J 0 \ El ' °[a. c t as 3a v E8 V v , o u i X ° e u € ' a m I `0 . N 2 e u u u ° O a 2 o L S b '8 W v° a 3 Z 2 a he Z o 2 ° .o+�`" E O c & In a .E c u y$ .t 0v c 0 S o t:-.)p 1 16_O E = a v o wE 'E3 C a� a E E t T - W c$ 8 $ 0 ON 1 t bU8 •cr IN O ei m sti4 - p }� 1 = een o 0 C f� fi Lei 9 \ \ 3. C I CA N 4. '� ` Y' ° ley L T- a ' 3 3 .s° \" th �Y to i s 0 _ t1' ot !,!‘e "t ET ire 245 �re i 7" d� �� U' '$ 0 F C '$ a CE? �7` •mc c 0, e qier C E a E E 0 a 8 y Q b dy� aw _E 1 en t0.z s. y ro oa NI 4"s1 E ' �Q�e�nb a E= a 0 o. N N _ 0 o 4, ; ao ` CO ua OV u > 'o u Z qt 4vp o Z c >' = aen €a a` 3riww 2.9 :Z w E u o y v c u o m'E 7 o 4age i A A m.g c pc, a a,.C E gQ ti eon �O J 1 :c m �u 0 aft C 5 V i s NA J B. O 8 O W O 00 L y S' O .i.•-ter E 3 a ., S a ^a a c c [" 3 z = a ° ` % > T o WC' o � o o€a tt r.4 lC --. � s � ° ti, -in cram 0 z � a z v�iU cP VIZI � � c:54 c..5) c5Zi z= am 11RR-29-2006 13:25 AFFINITY INS SERVICES 215 773 4638 P.03,03 ® HEALTHCARE PROVIDERS GENERAL LIABILITY COVERAGE PART ENDORSEMENT Additional Insured General Liability In consideration of the premium paid.and subject to the General Liability limit of liability shown on the certificate of insurance, it is agreed that the GENERAL LIAStIW COVERAGE PART is amended as follows: The person or entity named below fhe"additional insured")is an insured under this Coverage Part but only as respects its liability arising out of Eased insured's operations, or premises owned by or rented by the rased insured and solely to the extent that: 1. a general liability dais is made against the named insured and the additional insured;and 2. in any ensuing litigation arising out of such dais.the named insured and the additional insured remain as co-defendants. In no event is there any coverage provided under this policy for an occurrence that is the direct liability of the additional insured. Additional Insured: State of Colorado Weld CouMy/Social Services PO Box A Greeley, CO 80634 This endorsement is a pad of your policy and takes effect on the effective date of your policy, unless another effective date Is shown below. All other provisions of the policy remain unchanged. Must Be Completed Complete Only When This Endorsement is Not Prepared with the Policy Or Is Not to be Effective with the Policy. ENDT. NO. i POLICY NO. ISSUED TO ENDORSEMENT EFFECTIVE DATE 01 i 0273177848 Lori Kochevar MS LPC LLC 3/24/2006 TOTAL P.03 MRR-28-2086 13:24 AFFINITY INS SERVICES 215 773 4638 P.02,03 Print Date: 03/28/06 HEALTHCARE PROVIDERS CAA SEERCE ORGANIZATION CE CF INSURANCE OCCURRENCE POLICY FORM 01:T . 970 1027 7648 ODrn:1 t' "- erne I t 12 .1 AM = Time • no Cs ,7 1O24 8th evStarCHSt LPC LLC 1 County Service add Organization GreelSeyy,CO 80631 Hatboro,PA 19040-1218 M I rrsed PiYSional counselor Firm Code •A A. PROFESSIONAL LIABILITY Professional Liability(PL) $ 1,000,000 each etalm S 6,000,000 aggregate Sty. included above _ °-"'" `y . +; '^:Vint rruum�,)�yy��, ,.y..�j.. included �..y yy PinN�hii) Liabddy__ ncl ded above Y I _:-_ 11.1"=1/4y:�S. 4:v .- Y4, 1 7Jfafplla"cei' lability —�ir3e3above _ " A'i B. COVERAGE EXTENSIONS: e-t eifian $ 1o90� • $ 25,000 ` a00 ate . Defendant Expanse Benefit L_,_ -7i.:„.1; ,,,t5-- : S 10.000 aggregate-_ Depo M �— .'Y:. . .,:..1 - 7g.1 '{t = $ %0'400— aggregate__ Assau lT r - 1,,r r. per Incident 25.000 repate Medical payments — a 000 S 140,000 — aggregate .first Aid s 11 S 2.500 aggregate-_,.. Damage to Property of Others 2 per inddera S 10,000 aggregate C. WORKPLACE LIABILITY Case mac wa,apars inert eats as aopr It Cosecs pod D.Gwent Uptelr la m.+a part of this policy Workplace Liability none Fire&Water Legal liability pant Personal Liebir yf ;�AV none ---- D. GENERALLWBRTTY Comorep part D orompar LiabilitydonnaloppM+rxr.r+wwtC.~pinur+wsmademn. espaicy. General Liability(GL) $1,000,000 each occurrence V —S1,000,000 e Wrred Auto&Non-Owned Auto rand -- g a. *Ai Fire&Water Legal Liability, included in a limit above subject to 9250,000._ sub-limit _--- ..__.... PersonalLiahiYAy iLt .. . ,:y.�:arr'. 'tre.!Em . none ___________ Total Premium S 650.00 QUESTIONS?CALL: 1-888-289-3634 G-121500-C G-121501-C G-145184-A G-147292-A G-144872-A G-123846-005 G-121504-C G-123827-B G-123828-B G-141234-A i4.rpr��s..l Master Policy/188711433 - n ammo / /lc A 7A Chairman or the Board Secretary (:-141241-A m7/20011 Cnvemoe Chance Date: 03/24/06 Endorsement Change Date: 03/24/06 Appendix D REFERENCES Eckenrode J, Zielinski D, Smith E et al. (2001), Child maltreatment and the early onset of problem behaviors: can a program of nurse home visitation break the link? Dev Psychopathol 13:873-890 Johnson DL, Walker T (1987), Primary prevention of behavior problems in Mexican-American children. Am J Commun Psychol 15:375-385 Lally RJ, Mangione PL, Honig AS (1988), The Syracuse University Family Development Research Program: long-range impact on an early intervention with low-income children and their families. In: Parent Education as Early Childhood Intervention: Emerging Directions in Theory, Research and Practice, Powell D, ed. Norwood, NJ: Ablex, pp 79-104 Lyons-Ruth K, Melnick S (2004), Dose-response effect of mother-infant clinical home visiting on aggressive behavior problems in kindergarten. Journal of the American Academy of Child and Adolescent Psychiatry. Olds D, Eckenrode J, Henderson C Jr, Kitzman H, Powers J, Cole R (1997), Long-term effects of home visitation on maternal life course and child abuse and neglect: 15-year follow-up of a randomized trial. JAMA 278:637-643 Olds D, Henderson C, Kitzman H, Eckenrode J, Cole R, Tatelbaum R (1998), The promise of home visitation: results of two randomized trials. J Community Psychol 26:5-21 Olds D, Kitzman H, Cole R, Robinson J, Sidora K, Luckey D, Henderson C, Jr. Hanks C, Bondy J, Holmberg J (2004), Effects of nurse home-visiting on maternal life course and child development: age 6 follow-up results of a randomized trial. Olds D, Robinson J, Spalding R, Luckey D, Pettitt L, Henderson C, Jr Ng R, Sheff K, Korfmacher J, Hiatt S, Talmi A (2002), Home visiting by paraprofessionals and by nurses: a randomized, controlled trial. • Bibliography Achenbach,T.(1991). Manua!fortbeChild Behavior Checklist/4-18 and 1991 Profile.Burlington, VT: University of Vermont Department of Psychiatry. Ainsworth,M.D.S.(1979).Mother infant attachment American Psycholost* 34(10): 932-937. Albino,J.E.(1983). Health psychology and primary prevention:Natural allies. In R.E. Fetner(Ed.), Pre- ventiveFsycbology: Theory, research and pmaice. New York Petgamon Press, 221-233. Anderson,J.E.(1930). Pediatrics and child psychology.Journal of tbe American Medical Association, 95 1015-1018. Arend,A., Gove, F. and Strode, LA. (1979). Continuity of individual adaptation from infancy to kin- dergarten: A predictive study of ego-resiliency and curiosity hr pre-schoolers. Child Development, (50),950-959. Barker, P.(1990). Clinical interviews with children and adolescent&New York. Norton. Bauer,S. (1987). Project AIMS and office pediatrics: Helping the practitioner meet the challenges of the future. AIMS and Penpectit es, 1(1), 1-4. Bayley, N. (1969). Bayley Scales of Infant Development:New York Psychological Corp. Belsky,J.(1984).The determinants of parenting A process model. Gild De Wcpmenn 55,83-96. Belsky,J. (1980). Child maltreatment An ecological integration. American Psyrbolggist 25. 320-335. Bonkowski,S. and Yanos,J. (1992). Infant mental health:An expanding field for social work. Social Work 3X2), 144-148. Bolton, F.G. (1983). When bonding fain Clinical assessment of b(gb risk families.Beverly Hills, CA: Sage Publications. Bowlby,J. (1982).Attachment and lose Attachment.New York Basic Books. Bowlby,J.(1982).Attachment and loss:Retrospective and prospect American Journal of Ortbopsy- ebiatrle 52(4).664-678. Brazelton,T. B. (1992). Tbucbpointt The essential reference.Reading,Mk Addison-Wesley. Brazelton,T.B. (1985). Developmental framework of infants as an opportunity for early intervention for pediatricians. In M.Green(Ed.) The psych socialaspectsefthefaatiy LexIngtan,Mk Lex- ington Books; 53-64. Brazelton,T.B.,Koslowski, B. and Main,M.(1974).The origins of reciprocity:The early mother-infant interaction. In M. Lewis and L Rosenbaum(Eds.) The origins of behavior: The effect of the infant on its caregiver. New York:Wiley&Sons;49-76. Brazeltmt,T.B. (1973). Neonatal Behavioral Assessment Scale.Philacl4phm PA: Lippincott. Bretherton, I.,Fritz,J., Zahn-Wanda, C. and Rigeway, D(1986). Learning to talk about emotions:A blueprint for the future. Child Development, 57, 529-548. fi Bretherton, I. (1985).Attachment theory: Retrospect and prospect. Monographs Qfthe Society for Re- search in Child Development,50(200),3-38. Bretherton, 1. and Waters,E. (1985). Growing points of attachment and theory and research.Chicago: University of Chicago Press. Bromwick, It. (1978). Working with parents and infants:An interactional approach. Baltimore, MD: University Park Press. Bronfennbrenner, U.(1986).Ecology of the family as a context for human development Research per- spectives. DecrJopn.ental Paycboklgy, 22((6), 723-742. Brown,C.W. and Thorp,E.K (1992). Individualized training for early intervention practitioners. In E. Fenichel(Ed.)Learning through supervision and mentors*W support development 9f infants, toddlers and their fam lfee A sourrebook.Washington, DC: Zero to Three/National Center for Clinical Infant Programs(NCCIP),42-48. Call,J.,Cohen,R and Harrison,S.(1987). Psychiatric syndromes of infancy.In Bask handbook of child psychiatry New York: Basic Books. Caplan, G. (1974). .Support systems and community mental health:Lectures on concept development New York: Behavioral Publications. Carter, B. and McGoidridc,M. (1988). The changing family 1{fe cycle.New York: Gardner Press. Casey, P.H. (1984). Health promotion in preschool age children. In M. Green and R Haggerty(Eds.), Ambulatory pediatrics Philadelphia: Saunders Co., 54-68. Casey, P.H.,Bradley, R.H.and Caldwell, BM. (1986).Developmental Intervention:A pediatric clinical review.Pediatric Clbtics of North America, 33(4),899-923. Casey, P.H. and Whitt,J.B. (1980).Effect of the pediatrician on the mother-infant relationship. Pediat- rics, 65(4),815-820. Center for the Study of Social Policy(19W.Kids Count data book State profiles of child well-being. Washington, DC. Chamberlain, R (1987). Developmental assessment and early intervention programs for young chil- dren: Lessons to be learned and longitudinal research. Pediatric Revisit; 8(8), 237-247. Chess,S.and Thomas,A. (1987).Know Jour child New York: Basic Books. Chess,S.and Thomas,A.(1986). Thyssen*in clinical practice.New York:The Guilford Press. CIVITAS I Itiative(1997).How experiences in early childhood create a healthy society.Adapted from B. D. Perry, How nuture becomes nature: The influence if soda(structures on bruin development (Not Yet in Print). Cobb, S.(1976). Social support as a mediator of Ilk stress. Psychosomatic Medicine, 38(5). Cohen,E. and Ooms,T. (1994). Looking abash The promise of Head Start as a comprehensive family support program.Washington, DC:The American Association of Marriage and Family Therapy Research and Education Foundation. Cohen, G.L. and Work,W.C. (1988).Resilient children, psychological wellness and primary preven- dons.American Journal of CommunityRtycbolcgy, 16(4), 591-607. Cohen, S. and Syme,S.L.(1985). Social support and health.Orlando,FL:Academic Press. Cohn,J.and Tronlck, E. (1983).Three month old infant reactions to simulated maternal depression. Child Developmen4 54, 185-193. Colletta, N.D.(1983).At risk for depression:A study of young mothers.Journal of Genetic Psychology, 14* 301-310. Colima,N.D.(1981).Social support and risk of maternal rejection by adolescent mothers.Journal of Psycho o; 109, 191-197. Costello,EJ. and P- dno,M. (1987).The new morbidity:Who should treat k?Devekpmentai and Be- havioral Pediatrics, 8(5),288-291. Costello,EJ.(1986). Primary care pediatrics and child psychopathy:A review of diagnostic,treatment and referral practices. Pediatrics, 6(4), 1044-1051. -128- Cowen,E.L. (1983).Primary prevention in mental health:Past,present and future. In RD. Feiner (Fri.), Pretentivepsjrbologjr Theory, research and practice.NY Pergamon Press, 11-25. Critic, K.(1983). Effects of stress and social support on mothers and premature and full-te m infants. Child Development,54, 209-217. Croche nbe g,S. (1981).Infant irritability,Mother responsiveness and social influences on the security of infant mother attachment. Child Deuelopmen4 S2,857-865. Cutrona, C. (1984).Social support and stress in the transition to parenthood.Journal of Abnormal Psy- cboiag', 93(4),378-390. Davidson, C.V. (1988).Training the pediatric psychologist and the pediatri- cian. In D.K. Routh(Ed.), Handbook cfpecilatrkpsycboket New York:Guilford Press, 507-537. Duchnowskt,A. and Friedman,R.(1990).Children's mental health:Challenges for the nineties. The journal of/dental Health Administration, 17(1). Dw orkln,P. (1989). British and American recommendations for developmental monitoring:The role of surveillance. Pediatric; 84(6), 1000-1010. Eastabroaks,A. and Goldberg,W.(1990).Security of toddler-parent attachment:Relation to children's sodopersonality functioning during kindergarten. In M. Green, D.Cl chetd,E.Cummiongs (Eds.)Attachment in the preschool yeast Theory, research and intervention.Chicago: University of Chicago Press; 221-245. Egeland, B.,Breitenbudier,M.and Rosenberg, D. (1980). Prospective study of the significance of life stress in the etiology of child abuse.Journal of Consulting&Qinical Psjrbolcw c 48(2), 195-205. Frwrhrrrg, N.and Fabes,R.(1994).Mother's reaction to children's negative emotions:Children's tem- perament and anger behavior,AlerriU-PainterQuarterly, 40(10), 138-156. Elliot, G.R. and Blida:fere C(1982).Stress and human health.New York:Springer. Feinchel,E. and Eggbeer L (1990). Preparb,g jxmcWionen to work with infants, toddlers,and their families.Washington, DC:National Center for Clinical Infant Programs(NCCIP). Fenichel, ES. and Eggbeer, L (1989). Educating allies: Issues and recommendations in the training of practitioners to work with infants,toddlers and their families.Zero to Three,Washington, DC: National Center for Clinical Infant Programs(NCCIP),(10) 1-7. Floyd, F. and Widaman, K. (1995). Factor analysis in the development and refinement of clinical as- sessment instruments. Psycbotogical Assessment.7(3),286-299. Fraiberg, S. (1980). arnica/studies in Want mental health New Yank Basic Books. Fraiberg,S.,Adelson, E. and Shapiro,V.(1975). G&sts in the nursery:A psychoanalytic approach to the problems of impaired infant-mother relationships.Journal of the American Academy of Chid Ps)rbiatry.n 387-421. Freud,A.(1949).Certain types and stages of social maladjustment.In K. Elsslet(Ed.), Searchlights on delinquency.New York:International University Press. Garbarino,J. (1977).The human ecology of child maltreatment:A conceptual model for research. Journal ofMarriage and the Family.3R 721-735. Goldberg, S. (Ed.)(1977). Premature birth:Consequences for the parent-infant relationship. American Scientist; 67(2); 214-220. Granger,R.H.(1985). One to sit The pediatrician's role in mastery and individuation. In M.Green (Ed.) Thepsychosncial aspects of the family,Lexington,MA:Lexington Books,65-78. _128_ I 1 Green,M. (1994). Bright future&Guidelines for health supervision of infants,children, and adoles- cents Rockville, MD:National Center for Education in Maternal and Child Health. Green,M.(1986). Behavioral and developmental components of child health promotion: How can they be accomplished?Pediatrics in Review $ 133. Green,M. (1985).The role of the pediatrician in the delivery of behavioral services.Developmental and Debauioral Pediatrics, 600, 190-193. Green,M. (1985).The adaptation of children and families:The new pediatric agenda.In M. Green (Ed), The psycbosocial aspects oftbefamily Lexington,la Lexington Books, 1-12. Greenspan,S. (1997). 7begrowth of the mirk!:The endangered origins 9f ihtelligence.Reading,MA: Addison-Wesley. Greenspan, S.(1985). Fist feelings(Video).New York:Viking. Hamburg, BA (1992).7bday's children:Creating a future for a generation in crisis.New York:Time Books,Random House. Hanson,M. and Hanline,M. (1990).Parenting a child with a disability:A longitudinal study of paren- tal stress and adaptation.journal of Earlylnarwntfon 14(3),234-248. Haggerty, RJ.(1980). Life stress, illness and social support Dw,alapmental Medicine in Child Newel- 010: 22,391-400. HaggerRy, R.J.,Roghoan,KJ.,and Press, LB.(Eds.)(1975). Child baaltb and the community. New York:Wiley&Sons. Heinrich, K.(198W.What's my type?:Teaching interviewing skills. Nuns Educator, 134), 34-39. Heinicke, C.M., Beckwith,L and Thompson,A.(1988).Early intervention in the family:A framework and review. Infant Mental feabb fourrtal, 9(2). Hickson,G.B.,Akerneir;NA, and O'Connor,S. (1983). Concerns of mothers seeking care in private practice pediatric offices:Opportunities for expanding services.Pediatrics, 7$619. Hickson, G.B.,Clayton,E.W.,Rotman,SS.,Miller,C.S.,Githens, P.B.,fin, K.,and Sloan,FA (1994).Obstetrician's prior malpractice experience and patient's satisfaction with care. Journal of the American Medical Associ Lion,272(20), 1583-1591. Hoekelman, RA(1983).Well-child visits revisited.American Journal of-Disabled Children, 137, 17- 20. Hogstel,M.(1987).Teaching students observational skills. Nursing Outlook 89-91. Jason,LA. and Bogat,GA(1963).Preventive behavioral interventions. In R.D. Feiner(Ed.),Preven- tiaepsycbalc Theory, research andpractice,New York:Pergamon Press, 128-143. Joint AdHoc Children's Advisory Committee(1991). Responsibility for children.AIMS and Auspedioas, 5(1), 1-2. Jones,E. (1995).44 follow-up study of child abuse prevention programs participants. Report prepared for the William Penn Foundation,Philadelphia. Jones, K.W.(1983). Sentiment and sdence:The later nineteenth century pediatrician as mother's advi- sot TbeJournal ofSociallfistoot 17,79-96. Kagan,J. (1984). The nature of the cbild New York: Basic Books. Kagan,J.,Kearsley,R.,and?dam,P.R. (1978).The engima of development Irtjanc)e Its place in bu- tton deuekpment Cambridge,MA: Howard University Press, 1-52. -130- Kagan,J.(1965).The new marriage Pediatrics and psychology.Americanloufiat cjDlreases of au- dress, 110, 272-278. Kahn, S.(1980). Socal suppost in the transition to parenthood.Journal of Community Psychology, d 332-342. 'Canfer,It, Eyberg,S.and Krahn,G.(1983).Interviewing strategies in child assessment In C. Walker and M. Roberts(Eds.), Handbook of child clinical p jcboiggy,New York Wiley and Sons, 95- 108. Kaplan, L. (1978).Oneness and separateness: From infant to individual. New York Simon and Schuster. Kaplan, B.H.,Cassel,J. and Gore, S. (1977).Soil support and health. Medical Care, 15(5);47-58. Karen, R. (1990).Becoming attached. The AtlanticMontbly, February,35-70. Kessler,J. (1966). Psychopathology of childhood Englewood Cliffs,NJ: Hall. Klaus, M. and Kennet,J.(1982).The family during pregnancy. In M.Klaus and J.Kennell(Eds.), Par- em-infant bondingg.St. Louis,MO:CV Mosby, 1-21. laGreca,A.(1983). Interviewing and behavioral observations.In C.Walker and M.Roberts(Eds.), Handbook of child clinicalpsychology. New York Wiley and Sons, 109-131. Lamb,M., Gardner,W.and Charrnov,E. (1984).Scatty of attachment as assessed by the Stange situa- dorss: Its study and biological interpretation. Behavioral and Brain Science, 1, 127-147. Lamb,M.,Thompsorn,R., Gardner,W.and Chamov, E. (1985). Infant-rrwtber attachment no origins and developmental significance of individual differences in strange situation behavior.Hillsdale, NJ: Etibaum. Lavigne,J. and Burns,W. (1981). Pediatric psychology An introduction for pediatricians and psy- cbokgists.New York Grune and Stratton. Leach,Penelope(1994). Cbikben fist What society mast do-and k not doing for children today. New York Vintage Books. Leff, P. and Waltzer, E. (1992). Building the healing►eitstlonsb*Parent;professionals and children with chronic illness and diesinlitios Cambridge,MA: Brookline Books. Lewitt, E.M. and Baker,LS.(1995).School readiness. The Posture((Children Critical issues for Chil- dren and Youth, 15(2), 128-139. Lieberman,A.(1988).Infant mental health:A model for service delivery.Journal of Child Clinical Psy- cholcey, 14, 196-201. links, P.S., Boyle,M.H. and Ofiord,D.R.(1989).The prevalence of emotional disorder is children. Journal of Mental Disorder, 1 7X2 85-91. Liptak, G. and Chambedakn,R.(1983).Behavioral assessment In M. Levine,W.Carey,A.Crocker and R. Gross(Eds.),Developmental-bebavionalpediatria New York W.B. Saunders,916-922. Maccoby, E. (1980).The development of attachment In E. Maccoby(Ed.),Social devekptnen& New York: Harcourt, Brace and Jovanoickh. Magid, K,McKelvay, CA,and Schroeder, P.(1990). Higb risk Cbildren Without conscience. New York Bantam Doubleday Dell. Maguire, P. (1990). Can communication skills be taught?British Journal cf Hospital Medicine, 43(3) 215-216. Mahler,M.,Pine,F.and Bergman,A.(1975). The psychological birth of the human Want Symbiosis and individuation. New York Basic Books. -131- Mahoney,M. (1989).Human change processes New York: Basic Books. Main, M., Kaplan, N. and Cassidy,J. (1985).Security in infancy, childhood and adulthood:A move to the level of representation. Monographs the Sods*for Research in Child feiWcpm»ent, 50(209),66-104. Marion,R. (1995).What doctors think patients want from their doctors. In J.D.B.Marsh(Ed.)FYvm the bean On being the mother:fa child with Veda/needs Bethesda,MD:Woodbine House,xii-xx. Manner,J. and Magrals, P.(1989).Mental health services for infants and toddlers The ever:ence of three states Washington, D.C.:CAMP Technical Assistance Center. Matas, L Mend,R.A.and Sroufe,A. (1978).Continuity of adaptation in the second year:The relation- ship between quality of attachment and later competence. Child Development, 49, 547-556. Mattaini, M.and Kirk,S. (1991).Assessing assessment in social work. Social Work 36(3), 332-342. McCune,Y.D.,Richardson,M.M.and Powell,J.A. (1984).Psychoogcial health issues I.n pediatric prac- tices: Parents'knowledge and concerns. Pediatrics, 74 183490. Meisels,S.,Harbin,G.,Modigfhni,K.and Olson, K. (1988).Formulating optimal state early childhood intervention policies. Exceptional Cbiltien,55(2), 159-165. Me keh, S. and Provence,S.(1989). Screening and assessment Guidelines for identifying young dis- abled and devel pmentally vulnerable children and their families. National Center for Clinical In- fant Programs(NCC:IP). Meyer,RJ.and Haggerty,R. (1962).Streptococcal infection in families:Factors affecting individual susceptibility. Pediatrics, 29, 534-549. Mind; K.and Mind; IL (1986). Infant psychiatry.An introduction textbook Beverly Hills,CA: Sage. Moynihan, D.P. (1986). Family and nation The Godhin lectures Harvard University.Washington, DC: Harcourt Brace and Jovanovich. National Center for Clinical Infant Programs(1989). The intent and vire of Ft 99-457:A sourcebook Washington, DC: Zero to Three. Newberger; C.(1980).The cognitive structure of parenthood: Designing a descriptive measure. New Directions for Child Development, 7,45-67. Nucleons,K.,Kaplan,B.and Cassel,J. (1972). Psychological assets, life crises and the prognosis of pregnancy. American Journal ofipfdemiologs 95,431-441. O'Connell,R.D.(1992). Health beginnings. Caring,Sumer, 20-24. Partridge,S. (1990).Project AIMS and the State of Maine:Addressing issues of emotional development in early intervention. Wants and Young C bildven, 2(4),73-81. Partridge,S. (1988). Parental self-concept:Theoretical and practical applications. AmericanJournal of Ortbe jujchiahy, 58(2),281-287. Partridge,S.E.,Hornstein,J.,Souk,S., Devine, D. and Marsh,J.D.B. (1995). Parent-Professional Com- munication Problem sersus opportune?A training manualfn-parents and professionals in parnershipfor Children with special needs.Portland,Maine:University of Southern Maine. Perry, B. (1995). How nurrsne becomes nature The influence of social structures on brain develop- ment Chicago:CIVTPAS Initiative. Perry, B.D.,Pollard, R., Blakely,T.,Baker,W.,Vigilante,D. (1995).Childhood trauma,the neurobiol- ogy of adaptation and hose-dependent' development of the brain:how"states"become"traits" Infant Mental Health Journal, 16(4)271-291. -132- Pfeiffer,J. (1986).listening for emotions. Science,7, 14-15. Provence, S. (1990). Interactional issues:Infants,parents, professionals. Infants and Young Gb//dren, 3(1), 1-7. Rabe,It,MdCean,J.and Arthur,R.(1967).A longttudnal study of life change ange and illness patterns. PecbososnatkPbsearcb, 14 355-366. Reisinger, KS and Bites,J.A.(1980).Anticipatory guidance in pediatric Pte. Pediatrics, 64 880- 892. Ritter,M.(1995). Shy tots risk high anxiety,Study finds Q.Kagan, C.Schwartz and N. Snidman, Harvard Medical School). New Yoh:Associated Press. Roghmann,KJ. and Haggerty,R.(1972).Family stress and the use of health services. International Journal of Fp*$emiology, 1, 279-286. Rosenbaum, B. (1989). Rx for better doctors. Training and DecudcpmentJourna4 43(8),77-79. Roter, D.L., Stewart,M.,Putnam,Sid.,Lipkin,M.,Stiles,W.and Imq,TS.(1997).The patient-physi- cian relationship: C.ommunicadon patterns of primary care physicians.Journal gftbeAmerican Medical Association. 277(4),350-356. Rothenberg, B.A.(1981). Parent waking:Apractical bandboo4Jor teacbingp :hues about ba- bies and toddlers Menlo Pad,CA: Banister Press. Rowland-Morin, P.and Carroll,J.G.(1990).Verbal mmmudcadon skills and patient satisfaction:A study of doctor-patient interviews. Bhaluat on and the Health Professionals 13(2), 168-185. Rubin, R. (1977). Binding in the post-panum period.Maternal and Gbid funingJounwl, 4 67-73. Ryan, M.(1994).We need to teach doctors to care.Parade, 7,8-10. Sclwrr, L and Scharr, D.(1989). Within our reacb:Br aMng the ryrk of diaadswntgge. New York: Doubleday. Scott, K.G. (1978).The rationale and methodological considerations underlying early cognitive and behavioral assessment.In F.D.Minifle and LL Loyd,(Eder.) Communicative and cognitive abili- ties:Lady bebaolom1 assessment. Baltimore University Park Press, 3-20. Sharp, L, Pannell, RH, O Murphy,LO. and Lewis,C.C. (1992). Psydtosodal problems during child health supervision visits: Eliciting,then what? ia, 89(4),619423. Shea, E.and Tronick, E.(1984).Maternal self-esteem and its relationships in infant behavior,health and family support Pediatrics Shelton,T.,Jeppson,E.and Johnson, B.(1987). Family-centered care for cbildren u4tb soedal health care needs(2nd S.). Washington, DC:Association for the Care of Children's Health. Shonkoff,J. (1980.Social support and the development of vulnerable children.Amntrann Journal of Public Health, 74(4), 310-312. Shpancer, N.(1997).The link between caregiver-parent relations and children's espaiiences in daycare and at home:What does the research tell us?Lady Gbild Development and Cam 135, 7- 20. Sia, C. and Peter,M.(1989). The pediatrician and the new morbiditjtA G7K8 bahtdrtgprogram/or the prnctictrepbyslci n The Physician Involvement Project,Honolulu,HE Hawaii Medical Associa- tion. Sikes,W. (1989). Basic principles of change.In W.Sikes,A. Drexler,and J.Grant(Eds.), The emerging practice of organizational development. NTL Institute. -133- Smith, D.G. (1988). Cribside counseling:A headstart on mental health. Cb114 March-April, 106-110. Smolensky, E.,Danziger,S. and Gottschalk,P.(1988).The declining significance of age in the U.S.: Trends in the well-being of children and the elderly since 1939. In J.C. Palmer.T.Smeedilng, and B.B.Torrey(Eds.. The Vulnerable Washington,DO Urban Institute Press, 29-54. Sparrow,S.,Balla, D., and Clcchetti, D.(1984). Vineland Adaptive Behavior Scales Circle Pines,MN: American Guidance Service. Sroufe, L and Fleeson,J.(1986).Attachment and the construction of relationships In W. Hartup and Z. Rubin(Eds.)Rdlationsblps and devekpntent Hillside, NJ: Erlhaum. Stern, D. (1985). hueetpersonal world of the infant New York: Basic Books. Stern, D.(1977). Thefrst relationsbip Cambridge,MA: Harvard University Press. Szanton,E. (1991).Services for children with special need&Partnerships from the beginning between patents and practitioners. In D. Unger,and D.Powell(Eris.),Families as nurturing systems 87- 96. Thomas, IL (1988).The struggle for control between families and health care providers when a child has complex health care needs.Zero to Tbre&(3), 5-18. Tronick, E.,Cohn,J. and Shea, E. (1984).The transfer of affect between mothers and infants. In M. Yogman and T.B.Buazdton(Eds.),A,ffectin development in infancy(Monographs of Infant Be- havior and Development). Tronick,E. and Gianio,A. (1986).Interactive mismatch and repair. Challenges to the coping infant. Zero to Three 1.6. Trout, M. (1988). Infant mental health:Monitoring our movement into the twenty-first century. Infant MentalHeokb,Journai 9(3). U.S., D.H.HS.,P.H.S. (1992). Heabbypeapl*200a National health promotion and disease prevention objectives US.Government Printing Office,Washington, D.C. Van Izfendoorn,M.,Sagi,A. and Iambermon,M. (1992).The multiple caretaker paradox: Data from Holland and Weal. In R.Plants(Ed.). Beyond tbeparent The role of other adults in cbiklren's lives San Frandsco,CA:Jossey-Bass; 5-25. Waters, E. (1978).The reliability and stability of individual differences in infant-mother attachment. Chid Development, 4R 483.494. Wender,E. (1983).Interviewing. In M. levine,W. Carey,A.Crocker and R. Gross(Eris),Developmen- tal-behavioral pediatri s New York:W.B.Saunders,905-915. Werner, E. and Smith,IL 0989). Vubserabre but Invincible New York:Adams Bannister Cox. White Conference on Child Health and Protection.(1930). The cbildvnns charter.Washington, D.C. Winder,S., Drachman,IL and Defeo,T.(1992).A developmental relationship in-service training model for public health nurses serving multi risk infants and families. In E. Feinchel(Ed.)Learn- ing through sapervi ion and erentorrbip to support the devslapment of Wants toddlers and their families;A sourcebook Washington, DC:Zero to ihree/National Center for Clinical Infant Pro- grams(NCCIP), 100-107. Williams, B.C. and Miller, C.A.(1991). Preventive health care for young cbtidresr Findings from a 10- country study and dinectionsfar United States policy National Center for Clinical Infant Programs (NCCIP),Arlington,VA. Wimticott, D.W. (1969).The building up of trust. In C.Winnicott,(C. Bolles,M. Davis and IL Shepard, Fds), Talking to parents (1993). New York:Addison-Wesley, 121-134. -134- Winnimtt, D.W.(1960).Sayhg'no'. In C.Winnioott,(C. Bolles,M. Davis and K Shepard,Eds.), Talk- ing to parents,(1993).New York:Addison-Wesley, 21-39. Wittmer,D.,Doll, B. and Strain,P.(1996).Social and emodonal development in early childhood: The idendficadon of competence and eiiaahtlit4'e journal((Early httert nuion.20(4), 299-318. Wolfe,D.(1991). Preventing physical and emotional abuse ofcbiWnen. New York:Guilford. Worthington, B.(1991). In my opinion: The parent as lobbyist Vital product of parent-professional collaboration. CNC 20(2), 122-124. Young, K.T., Davis, K., Schoen,C,and Parker,S.(1998). Listening to parents:A national survey of parents with young children. Archives of Pediatrics and Adolescent Medicine, 151, 255-262. Young, K.T. (1990).American conceptions of infant development from 1955 to 1984: What the experts are telling parents. (ZBd DeSoptnen4 61, 17-28. Zeldin,S. and Williams, G. (1986). Early intervention for infants and toddlers. Teaching Exceptional children, 57-59. -135- Definitions The AIMS System of Practice materials generate family and child information in four domains, defined as follows: Attachment as an enduring,emotional tie between a primary caregive and an infant or child.Attach- ment begins during pregnancy and heightens during the child's first year.This special relationship devel- ops out of a two way,give and take sharing of feelings,interests,and communication.Parental attach- ment involves a blending of the parent's past experiences,knowledge,and expectations with the child's temperament and developmental age.The child's attachment is manifested by strong preference for and seeking contact with the primary care provider/parent.Family attachment is manifested by acceptance of new relationships between family members and a continued sense of stability and loyalty to the growing family.It is through these multiple attachment relationships,the child and family find a sense of security that enables growth,development and exploration of the world. Interaction as a communicative exchange of information between people.Interactions are of two ba- sic types:those primarily oriented to completion of activities,and those which serve to establish social roles,values,needs,and feelings.Within a family,multiple parent-child interactions take place across a variety of situations.These include family caregiving,recreation,teaching,socialization,problem-solv- ing,and management of day-to-day life.In these interactive settings,family members negotiate rules of power and control,and warmth and intimacy.Healthy interactions leave each member feeling some sense of control and connectedness in an environment perceived as generally supportive. Mastery as a child's development of increasingly complex physical,cognitive,linguistic, emotional, and social abilities.Through maturation and interaction with the world,this developing mastery allows the child to discover his or her own efficacy,or power to affect people and/or things.This process en- v hances the child's emerging self-esteem,and identity, self-control,and motivation to explore and enjoy the world. Parental mastery both emerges from and facilitates adequate performance of the parental role, attainment of parental self-esteem,and promotion of the parent's and child's developing selfhood.Pam- ily mastery coalesces as family members successfully negotiate issues of intimacy,power,and needs of self vs. others,culminating into a growth-promoting group identity. z Social Support as a network of people,resources,and influences available to families that enhances healthy attachment,interaction,and mastery of skills.These resources are both formal and informal,and may include extended family,neighbors,friends,co-workers,church,clubs,community organizations, governmental and non-governmental agencies,and helping professionals.By identifying and working with this network,family members develop an increasing sense of empowerment,competency,connect- edness,and ability to cope and adapt to life's events. These four concepts are viewed as the building blocks of emotional health in early childhood,from family and ecological,or transactional perspectives. Emotional health is defined as an individual's ability to grow and develop,to work,play and love, within the context of opportunities for attachment,interaction,and mastery provided by the family and the social environment. Y I: Table 12 A-I-MS Behaviors, Attitudes and Qualities Attachment • parent investment of emotional energy in the child • parent adapting family life to include the child • parent securing a protective environment for the child • the child's preference for and seeking out of primary caregiver • child's emotional pull toward the primary care provider • a mutuality or goodness of fit between parent-child-family • the child's proximity-seeking behavior to the primary caregiver • mutual pleasure upon reunion after a separation • positive feelings, attitude of trust • sense of security within the immediate family Interaction • parent provision of basic care-giving, survival needs • parent establishing daily routines; feeding/eating, sleeping, etc. • playing, having fun • sharing companionship • teaching and learning • limit-setting, discipline • exchanging information • problem-solving and decision-making • communicating feelings and thoughts, wants and needs • negotiating conflict, utilizing coping skills Mastery • parental self-esteem • parental competence and confidence • child's development of basic competencies; cognition, language and communication, social and motor skills • child's sense of confidence in own abilities • parents' and child's reciprocal adaptation and coping • mastery of stress and ability to resolve difficulties Social Support • parent asking for and/or seeking help • parent access to resources within and outside of the family • parent ability to accept resources • parent maintaining contact with a social network • parent-child-family sense of belonging within the extended family and the larger community _e _ The AIMS System of Practice: Flow Chart Child and Family 1 Service Provider t 1Yaining in use of Consultation in AIMS materials INTAKE FORMS Preventive I. Family Information Intervention 2. Family Concerns indicator ' Assesment 4 Provider response to intake information 1 PARENT QUESTIONNAIRES 3. Age-specific from 2 wks to S yn 1 Discussion of Parent Questionnaire 1 POINTS OF OBSERVATION 4 General Interview with Child&Family S.Observation of Child-Parent-Family 1 Provider information synthesis &response/intervention FOCUSED INTERVIEW BRIEF PSYCHOSOCIAL INTERVENTIONS tti Anticipatory Guidance 8.Refernd(f needed 7.Education/Support 9.Follow-up/Return Appointment/Visit 1 Continue with developmental surveillance and intervention plan; collaborate with parents/other professionals on continuity of care 5 Appendix E RESOURCE LIST BONDING PROGRAM 810- 12th Street—Greeley.CO 80631 Phone(970-352-8879 HEALTH Monfort Children's Clinic 100 N. 11th Avenue ( 970) 352-8898 Sunrise Community Health Center 1028 5th Avenue (970) 353-9403 Urgent Care 1900 16th Street (970) 3531661 NCMC 1801 16th Street (970) 3524121 North Colorado Family Medicine .1600 23rd Avenue (970) 353-2424 Scheduling 346-2818 Quick Care 2928 W. 10th Avenue (970) 351-8181 Weld County Department of Public Health 1555 N. 17th Avenue (970) 304-6420 Family Connects 2985 W. 29th ST. # A (970) 330-3842 North Range Behavioral Health 1306 11th Avenue (970) 346-1166 353-3686 CLOTHING Church Women United 1030 I1'" Avenue (970) 353-7144 Salvation Army 1 1 19 6th Avenue (970) 353-1444 Adventist Community Services 612- 23rd Ave (970)356-3740 Budget Baby Shop 130111th Avenue (970) 351-8427 Life and Light Community Church 110 N. 25th Avenue (970) 353-3451 ,--Baby Stuff and More 2126 9th Street (970) 353-2229 DENTAL CARE Monfort Children's Clinic 100 N. 11th Avenue (970) 3528898 Sunrise 10285'h Avenue (970) 353-9403 FOOD WIC 1028 5TH avenue (970) 353-9403 Weld Food Bank 104. 11th Avenue (970) 356-2199 Share Colorado 1311- I Ith Avenue (970) 353-6433 Salvation Soup Kitchen 1119 6th Street (970) 353-1441 Supplemental Foods 104 11d' Avenue (970) 356-2199 PARENTING CLASSES CARE 3700 Golden Street, Evans (970) 3566751 HOUSING Greeley Housing Authority 315 N 11th Avenue (970) 352-1551 ext. 6541 Hudson Housing Authority 1 151 Main/Hudson I- 303- 536-4501 Ft. Lupton Housing Authority 400 2"d Street/ Ft Lupton 1-303-857-4400 RENT/DEPOSITE ASSISTANCE Catholic Charities Northern 2500 1" Avenue Bldg C-B (970) 353-6433 Mi Casa Tu Casa 1311 3rd Street (970) 352 -6417 Salvation Army 1119 6th Street (970) 353-1441 Sent by: nUPMAN SERVICES 19703563975; 03'27;2008 2:43PM; #180; Page 1 !2 6 DEPARTMENT OF HUMAN SERVICES . EMPLOYMENT SERVICES OF WELD COUNTY '155"1 NORTH 17Ttt'AVENUE - Iyrst5X t8ri5 ©P2E�I.Giy GC afad� '. 970)364 ? �✓ �, i �� Lt COLORADO March 21,2t10b The Jubilee Center for Families Employment Services of Weld County is providing you this letter outlining the areas of collaboration when a client you serve under CORE service funds isidentified as.havan ernpioyntent need,;The collaborative areas were developed from your responses concerning the parameters you felt were practical,'based upon the services you intend to provide." The Jubilee Center for Families?is proposing services to work with parents to increase the parents ability to provide appropriate care to heir children. It is unknown if these services wil#'have a direct relationship to employment,however,the following outlines the plan for referrals when,or if,they arise: Case Management: The Jubilee Center for Families agrees toptovide case management for families that may require the parent to seek employment. For these individuals,the Jubilee Center for Families agrees to make a referral to Employment Services of Weld County, Referral process: For individuals identified as having et+tplayment needs,the Jubilee Center for Families will refer the client to E mployment Services of Weld County and will send an email to Employment Services,under the attention of Linda Perez stating that the client was referred. The Jubilee Center for Families agrees to forward the email within five business days of making the referral. Follow/up:. The Jubilee Center for Families will email a follow-up concerning the referral made to Employment Services of Weld County l0 business days after sending the isutial email. Employment Services of Weld County will email the Jubilee Center for families if the client does',not contact us, and the Jubilee Center for Families agrees to discuss the matter with the client at theii'.next visit. The Jubilee Center for Families will provide a written email of that discussion to the attention of Linda Perez within five business days, Sent by: HUNAN SERVICES 19703563975, 03!27!2006 2:46PPA; #180; Page 2/2 Cross tie/Irina: As new staff come to the Jubilee Center for Families they will be made aware of'#his collaborative arrangement and will lre provided training concerFning the-einployment and training services nf3ered by Employment Services of Weld County. services col Itborative areas. At this time there anti ito additional collaborative efforts with Employment Services. As additional areas of collaboration arise,the Jubilee;Center for i amities agrees w include them in the Memorandum of Understanding discussions to be Ctrsnpletecl by Pebntary;1, 2007. Employment Services will meet with representatives of the Jubilee Center for Families in July 2006 to initiate ttie collaborative Memorandum of Understanding process once bids for CORE services are completed and accepted. Sincerely, Linde L.Perez ._,'� Director, Employment Services of Weld County Mar 27 06 01 : 30p Bank Of Choice 19703925861 p. 1 A Woman's Place, Inc. A domestic violence agency for Weld and northern Adams Counties fillitallh. March 27, 2006, Department of Social Services P.O. Box A Greeley, CO 80631 To Whom It May Concern: At A Women's Place we provide services for women dealing with domestic violence issues. We would be glad to accept any appropriate referrals for clients in need of our services from the Jubilee Center for Families bonding program. We understand that this program works with parents to increase the parents' ability to provide appropriate care to their children. Thank you for your attention to this matter and feel free to call us with any additional questions. Signature; i0_ 1 ._ • J Executive Director Agency:_A Woman's Place Address: _P.O. Box 71 Greeley CO _ Phone Number: _970-351-0476 CC: Lori Kochevar MS. LPC,LI•C 1024 80' Street Greeley,CO 80631 (970) 352-8873 P.O.Box 71 • Greeley,Coloraco 80632 Information/Donations:(970)351-0476 • Toll Free: 1.866.356.4226 F34:(973)3516&86 • 24-Hour Crisis lino:(970)356-4226 Wee Site:www.ewptiv.org CeAunWol rwr Agency March 6, 2006, Department of Social Services P.O. Box A Greeley, CO 80631 To Whom It May Concern: As a housing resource we would be glad to accept any appropriate referrals for clients in need of our services from the Jubilee Center for Families bonding program. We understand that this program works with parents to increase the parents' ability to provide appropriate care to their children. Thank you for your attention to this matter and feel free to call us with any additional questions. Signature: - — Agency: 6,r, 7e) / 4</2 //a,.5,,y nfr /ha, , /, e r Address: 7O3 6 h 5 /� Phone Number: q 70 3 S3 7 9) 7 CC: Lori Kochevar MS, LPC, LLC 1024 8th Street Greeley, CO 80631 (970) 352-8873 March 6, 2006, Department of Social Services P.O. Box A Greeley, CO 80631 To Whom It May Concern: As a mental health agency that provides services for medicade clients we would be glad to accept any appropriate referrals for clients in need of our services from the Jubilee Center for Families bonding program. We understand that this program works with parents to increase the parents' ability to provide appropriate care to their children. Thank you for your attention to this matter and feel free to call us with any additional questions. /� Signature: 4ZJ /R lti CCI�t� Acne jl Agency: IJ R g h- Address: 113O(0 IItn Phone Number: 34'1 - a41'3 CC: Lori Kochevar MS, LPC, LLC 1024 8th Street Greeley, CO 80631 (970) 352-8873 March 6, 2006, Department of Social Services P.O. Box A Greeley, CO 80631 To Whom It May Concern: ; ILAs r a that provides services for A ' we would be glad to accept any appropriate referrals for clients in need of our services from the Jubilee Center for Families bonding program. We understand that this program works with parents to increase the parents' ability to provide appropriate care to their children. Thank you for your attention to this matter and feel free to call us with any additional questions. Signature: le Agency: Address: _3- o 0 C n i c(e y, 54 , � s Co Phone Number: 3 5, si k3° :' CC: Lori Kochevar MS, LPC, LLC 1024 8th Street Greeley, CO 80631 (970) 352-8873 F . . . . . . . . I \ . it 8 0 co ....t— } \ \ F.ill CO F. \ p 0 } , . } CO - - - \ } cD CO 12 ill _CO CO la 8 -csj j _ ' a Csi - § ° § ■ ■ g a O ■ k 0. CC 2 r 0 § & § C) - at l— Ill \ § / >_ ILI CO til $ d ? < cc Ill 7 Co § \ § } 0 CI ix 0 a A § § <co o ) § ] cowls. s \ 2 - < / 0 ° D j \ IJ- 0 a Ui . 0 u. < w a 0 W o � o K 2 § a p z e 6 F- ! & b ! re & au & < § CO 7 k § ii r b < < ao co cc o k § § \ k Li k kk U. 0o F 0 \ 6 § C) 0 co ) § k } | ( a COk 5 o ( § k } ) n 38 en 2 i- ] # CO } ) I / © ® / p § [ a R F. § CO 0 < > 0 < § 0 ke § < .R 0 9 9 = - O - = - - . a — - - ` PROGRAM BUDGETS COMPUTERIZED BUDGET PROGRAM OVMide DSS FP Core TX Boling - A TOTAL HOURS OR DAYS OF DIRECT SERVICE PER CLIENT 1 24 B TOTAL CLIENTS TO BE SERVED 8 60 C TOTAL HOURS OR DAYS OF DIRECT SERVICE FOR YEAR(A X B) 8 1.440 D COST PER HOURS OR DAYS OF DIRECT SERVICES(E/C) $2,300.00 $45.01 E TOTAL DIRECT SERVICE COSTS FACE-TO-FACE $0 $18,400 $64,809 F ADMINISTRATION COSTS NON-FACE-TO-FACE ALLOCARI F TO PROGRAM $2,189 $3,995 $51,001 G OVERHEAD COSTS ALLOCABLE TO PROGRAM $10,763 $7,782 $10,783 H TOTAL DIRECT,ADMINISTRATION B OVERHEAD COSTS(E+F+G) $12,952 $30,178 $126,573 I ANTICIPATED PROFITS CONTRIBUTED BY THIS PROGRAM $0 $1,482 $1,587 J TOTAL COSTS AND PROFITS FROM THIS PROGRAM(H +I) $12,952 $31,858 $128,160 K TOTAL HOURS OR DAYS OF DIRECT SERVICE FOR THE YEAR(C) 8 1,440 L RATE PER HOURS OR DAYS OF DIRECT.FACE-TO-FACE SERVICE TO BE CHARGED TO WELD COUNTY SOCIAL SERVICES(J/K) $3,95728 $69.00 COURT TESTIMONY FOR ALL PROGRAMS PER HOUR $150.00 ( \ ,�\ © a; aaea88888 ,e8 � 2;kkk#kakkkka ; 2;k;}2 2 } e 2!. |§! 2 §o| § 0000000000000 a - Il?kkkkk#kak ■ 000000;; 0 | )fix k|�& i K ■ ■ 8 [h : \ § d22g| k |222d2d 2 }2)222 2 0 X ZC �� :NN V / |�O | ` ` a 0 8 2gi| J § } 0 8@8@4@@@88888 4 a ° aaee §| ;a;amaaakaaak ! a;ak-a ; E k ` . . § %87 : z 5 em. re 5 ; w I §8 OOOOOOOOOOOOOOOOOOO Uzz .z2z C ° ° ; @ea8888880 ° 8 8 - 18 ;;ka■akakasaa & . a . g| , &|E ■ !! | 4e 'a = It ! !: § | | | 0wiT � tg t B k § 7 r. | a | § E k § ) 7 ■ ! ( ) \ j :t- 1 - - -O O - | § 2 )1Jii 5 k_ 0 k O ; ( kf|||! k k . . . . ( § 000000000000000 \ )|/ ;aa;sses.....s 0 0000000 ) 0 P u- a20 o ;|E ° ..4,5.49}k}}d 0 0000000 co 6 ) -66 - k ' - . 0 & 5 : »«— • ' K§ § § k E ! - ° 7 . ! ■■v x|! m 000000000 0 0000000 , 000001 00000 . co §|2 § §;;„06 ° 45 „ S e 0 ; 04;;cn 0 # 0 | °| 0 , . 0 } 4949 | k \ 6666666 6 ) �� 00 w a )§2 4, 666---6666-- --- ' - - 2 ` | - - - . ▪ § §| 7 LI 88 � § � _© _ @ ■ ■ ■ ! ! Z ||E ) ; | ; O -g 00000000000000 . . . . .... . . . . ..0 �mmm � 00 > .. z $ !( --------6666-- - 00000000000000000 0 / \ OC 4ij §2E |E I! I| , | 0 la o | k B d to } } \ 2 - o § §re w 7 § X la CO 2 �! § 8 _O O ce - � '` c ] 2 0 0 § 7g _ 77 | § / / / 0 a, - E!_ k a . W 8 a w A W F oo cS88, SS8S8888 $ 00000 0 S 0 E-. W O OH O- OH C 666666666666 .6 0 p g g Z °8 W g o -11c VI- n Q i C0 J O. `O el- ~ s 000000000000009000 O H O N O O O O O O O O O O O O O O O O 0 In O- 1V O O t7 O O O p O p O p O O O O O p O {7 �p p < 20 8 n CD m 0 tONMNHNHNgNgHM N P. f0 Q Q v c, O a n N r in �i QC N (O P q p q q 5 a O � re m C H q H O A as W0 88s 0o 44444 a `O el- 0 , m x 888888888888888888 0 8 0 W V F (Op O G p O O O O o C o G C O C O C C Q 00 2 O 8 p (Ob H� 10 Y N W H M H M (O m m O M l9 Y V V `O 0 0 N O W z o a y oz; H Cl -q q N J S 4 0. CO < W O LL ' O Wl pgpggggg Q. U_iii. p N N N p N Np O G a `, co H i-M , O O O O O O O O O O O O O O O 8 O O R O N vI p N C O o O O O p O O G O O p O O 0 O Q ` ul a aaa p00000pciao O o O e o p O F, Q K 0 m 8 aw.amom8 N g H H H H N H..... o a m V 040 O y "*3 q HNN N 0. O 6 Q0 W a H dr W , ... 0 0 0=C 0 O caic 3333 : 0 CC J 0. <Q I- 0 W O . . . . . . W WWWWWWOOOOOOOOOOOO 0 -r- -elmY p T Y p> p> p> Z Z 2 2 Z 2 2 Z 2 2 Z Z Z J lM 800000 O 8 gg 0 o �° gAg § 0 i 0Q . $ Ax`" Q a q 0 Cl re wy<� f > z o 6 M1 0 Q W K W W G a. O ~ O p Hq 6 re W LL 13 0 Le LL = O • q Li f o o ¢ m < 00 CL O 6 O0 W o f O = 0 yO dl g n g W W 0 OQ QOS i i ≤ '� o j o I- I- • 0 0 0 .. pit w 0 0 0 • i , Q co 0 0 EXHIBIT B SUPPLEMENTAL NARRATIVE TO RFP May 19 O6 09: 56a Lori Kochevar M. S. L. P. C. 97O-284-O232 p. 2 A , • The Bonding Program The Jubilee Center for Families 1024 8"'Street Greeley.CO 80631 970-;57-RR7i Weld County DSS PO Box A Greeley Co 80631 Re: RFP 06005; Lifeskills Re: RFP 006-00a: Foster Parent Consultation Re: RFP 006-00c: Foster Parent Training Dear Ms. Griego, This letter serves as written confirmation that I received the results of the Bid process for the 2006-2007. I am in agreement with the Commission's conditions. The following is the response requested by the conditions for the RFP 06005, Lifeskills. Recommendation, identify staff and there qualification. Staff qualification are attatched to this letter. Resumes can be found in Appendix B of the original bid proposal. Compliance Items are found in my original grant submission for Lifeskills in Appendix E. Letters of collaboration from Weld county Housing authority, employment training partners,and A Women's place, as well as a letter from NRBH defining the process we will utilize to facilitate Medicade eligible clients receiving services at NRBH. Thank you for this opportunity to again serve the families of Weld County. Please let me know if you are in need of any further clarification. Sincerely, t //Ware) LPC_ Lori kochevar M.S. LPC M€j 19 06 09: 57a Lori Kochevar M. S. L. P. C. 970-284-0232 p. 3 • • STAFF QUALIFICATIONS A. All the providers exceed the minimum qualifications needed for both education and experience. All providers have their Master's and or a Bachelors Degree in Counseling or Registered Nursing Degree. In addition, the therapists have between 5-20 years a piece providing services for families. See Resumes in Appendix B. B. Staff available for this project consists of five experienced bonding specialists that have a similar core value of clinical excellence. We believe in providing strength-based, services that empower the families we serve. Another strength of our staff is our diverse areas of specialties. • Lori Kochevar a licensed professional counselor has extensive experience and training in providing services and supervision using the family preservation model. She has been working in the field for over twenty years. She has specialized training in substance abuse, attachment and bonding, trauma, grief, and domestic violence. In the last fifteen years Lori has developed and facilitated multiple training's that emphasize experiential learning opportunities. Many of these training's were developed specifically for foster parents, while others were created for families, school personnel, and service providers across the state. • Lorenza Perezverdia, is a Certified Addictions bi-lingual and bi- cultural Counselor. She has extensive knowledge of how to provide state of the art services for clients addicted to substances. She is trained in Motivational Interviewing that helps clients address the core issues that keep them from progressing. Lorenza got her bachelor's degree in Psychology in Mexico in 2000. She has done relapse prevention, individual and group therapy, substance abuse evaluations, anger management groups, groups for victims of sexual abuse and also worked with children with special needs. She has recently developed a program to help DUI offenders understand and abide by the United State Laws and Culture as they progress into their adaptation process. 18 Ma'S 19 06 09: 57a Lori Kochevar M. S. L. P. C. 970-284-0232 p. 4 • Jenna Reed has a bachelor of Social Work and seven years experience in child welfare as a caseworker with ten total years of experience in the Social Work field. She has completed all of the CORE trainings and has performed multiple duties as a caseworker over the years including but not limited to crisis intervention, intake, ongoing, and resource utilization. In addition to her current duties as an emergency child protection worker in Boulder County she is currently teaching a Parenting through Nurturing class focusing on safe and effective parenting of infants and toddlers. • Becky McMahan has had extensive experience in the area of child health care. She received her RN. from the Mennonite Hospital School of Nursing - Bloomington, Illinois. She worked as pediatric nurse for fourteen years. The past 7 1/2 yrs she was a public health nurse where she was in charge of the bonding program and other pediatric related programs. • Barb Jetley is a licensed professional counselor. She received her Master's degree from the Adams State University. Barb has been in the field for the last sixteen years and has extensive experience working with many different clinical populations. Most recently, she serves as the clinical coordinator for children under six and their families for Project BLOOM. She has worked as a family preservation specialist, domestic violence counselor and an outpatient clinician. C. New Caseworker Training- Lori Kochevar, M.S. L.P.C. the supervisor for this bid has attended the Core training for Supervisors through the State of Colorado, she will oversee the work of all other staff to make sure it is in compliance with requirements. In addition, Jenna Reed who is working on bids submitted from this agency has successfully completed new caseworker training. D. Risk assessment knowledge is taught during the orientation training; in addition all staff is versed in multiple levels of risk assessment and are able to address risk issues as they occur during interventions. 19 a cfe DEPARTMENT OF SOCIAL SERVICES P.O.BOX A GREELEY,CO. 80632 Website:www.co.weld.co.us i - Administration and Public Assistance(970)352-1551 Child Support(970)352-6933 C. COLORADO May 15,2006 Lori Kochevar MS LPC The Jubilee Center for Families 810 12th Street Greeley, CO 80631 Re: Bid 06LS09(RFP 06005),Lifeskills Bid 06FPC04(RFP 006-00A),Foster Parent Consultation Bid 06FPT03 (RFP 006-00C),Foster Parent Training Dear Ms.Kochevar: The purpose of this letter is to outline the results of the Core Bid process for PY 2006-2007 and to request written confirmation from you by Monday,May 22, 2006. A. Results of the Bid Process for PY 2006-2007 • The Families,Youth and Children(FYC) Commission recommended approval of your Bid 06LS09(RFP 06005), Lifeskills, for inclusion on our vendor list, attaching the following recommendation.This bid scored a total of 94 points. Recommendation: You must identify your staff and their qualifications. • The Families,Youth and Children(FYC)Commission recommended approval of your Bid 06FPC04(RFP 006-00A),Foster Parent Consultation for inclusion on our vendor list.This bid scored a total of 96 points. • The Families,Youth and Children(FYC)Commission recommended approval of your Bid 06FPT03 (RFP 006-00C), Foster Parent Training for inclusion on our vendor list. This bid scored a total of 93 points. Compliance Item: For bids numbered 06FPC04 and 06FPT03, you must provide the required letters under the Collaboration Section from Weld County/Greeley Housing Authority, employment/training partners, and other partners as identified in the bidder's assessment of needs. You must identify the process you will utilize to facilitate Medicaid eligible clients receiving mental health services at North Range Behavioral Health. Page 2 Lori Kochevar,LLC,Results of Bid Process 2006/2007 B. Required Response by FYC Bidders Concerning FYC Commission Recommendations: Recommendations: You are requested to review the FYC Commission recommendations and to: 1. accept the recommendation(s)as written by the FYC Commission; or 2. request alternatives to the FYC Commission's recommendation(s); or 3. not accept the recommendation(s) of the FYC Commission. Please provide in writing how you will incorporate the recommendation(s) into your bid. If you do not accept the recommendation,please provide written reasons why. All approved recommendations under the NOFAA will be monitored and evaluated by the FYC Commission. The Weld County Department of Social Services is requesting your written response to the FYC Commission's recommendations and compliance item. Please respond in writing to Gloria Romansik, Weld County Department of Social Services,P.O.Box A, Greeley, CO, 80632,by May 22, 2006, close of business.You may fax your response to us at 970.346.7698. If you have questions concerning the above,please call Gloria Romansik at 352.1551, extension 6230. Sincerely, u A. 'e o, Direct cc: Juan Lopez,Chair,FYC Commission Gloria Romansik, Social Services Administrator Hello