|
|||||||||||||||
|
|||||||||||||||
 |
|||||||||||||||
|
|||||||||||||||
|
|
||||||||||||||
|
|||||||||||||||
|
|||||||||||||||
Background Information and Agreement of Understanding Betweenthe Day Treatment Programs of Enterphase Child and Family Services (E.C.F.S) And Parents, Guardians and Referring AgenciesEnterphase Child & Family Services, in partnership with the Durham Board of Education in Oshawa and the Toronto District Catholic School Board in Toronto, presently operates a number of Day Treatment programs for latency aged children (6-12 yrs of age) and upper latency aged and adolescent children (12-18 yrs of age). This agreement of understanding has been prepared to inform parents, guardians, social workers and other involved persons of the following:
Purpose of the ClassroomThe availability of this treatment oriented education program will assist in the programming and supervision of students who are unable to cope with the traditional structures, organization or demands of a regular educational environment and are, therefore, unable to attend school. A treatment oriented education program allows for the provision of an educational component that compliments treatment goals of the Enterphase residential clients as well as community based clients. Spaces available to the local school boards and other collaborative agencies provide a placement resource for children who are not residential clients of Enterphase but who require a similar educational environment. For any children who are not residential clients of Enterphase and who seek admission into this program, all assessment, program planning, program delivery and evaluation must occur in consultation with the child's parents or guardian prior to acceptance. Individual planning, based on the understood needs of each child, are developed with the goals of promotion of a positive self-image, positive interpersonal effectiveness and enhancement of individual strengths and talents. For these treatment plans and goals to be realized, it is preferable, but not necessary, that all students placed in the program be assessed through the local Board of Education Identification, Placement and Review Committee. It is, however, essential for effective assessment and planning that all available documentation on a prospective student be forwarded to the Enterphase Day Treatment Coordinator prior to acceptance into the program. The goal of the Enterphase Child & Family Services Day Treatment Classrooms is to provide a structured atmosphere that is conducive to both emotional development and academic instruction. Enterphase believes that it is necessary for the family or guardian to be involved in the growth process of the child, and parents or guardians can expect and look forward to frequent written and oral communication about events taking place at school. Should a child find themselves unable or unwilling to comply with the structures of the class, all efforts will be made to help the child cope within the program, including setting up meetings between the Enterphase staff and the child's parents or guardian. We believe that partnership between both Enterphase staff and parents or guardians will better enable the child to meet their individual goals and attain success. Mission StatementEnterphase is a residential treatment agency that works with latency and adolescent children and their families. We provide staff operated and community based alternative settings, as well as day treatment programming. The name "Enterphase" proposes entering into a new phase for the child and family by providing a safe, supportive and nurturing environment. Within this new phase of life there is a focus placed on skill development and growth. The goal for our clients and their families is to develop the ability to better understand and manage their lives in a more meaningful and productive manner. This is accomplished through role modeling and teaching within a consistent structured setting. Treatment planning within Enterphase balances normalization with the treatment needs of each individual child. This is achieved through a collaborative approach using a multi-disciplinary team including professionals and community care givers. Accountability of program performance is an integral part of the process in ensuring the child and his/her family's needs are being addressed. Classroom Location, Size, Operating Hours and StaffingThe classrooms are located at various schools within the Durham Region and City of Toronto. All regular school services, including use of the library and gymnasium are available to the students. There is a telephone located in the classroom allowing the program to be contacted directly. The classroom operates with approximately 8 to 12 students. School hours begin at 9:00am and run until approximately 3:00pm Monday, Tuesday, Thursday and Friday, and on Wednesdays from 9:00am to 12:00pm. Programs located within Secondary Schools run from 9:00am to 3:00pm Monday to Friday. Staffing consists of a full time Special Education Teacher from either the Durham Board of Education or the Toronto District School board and a full time Child and Youth Counsellor who work together to provide a sound treatment and educational program, and assist students with issues related to the emotional and behavioural difficulties they have experienced. Educational Assistants are also utilized where needed. Treatment ComponentKnowing and understanding each child is essential in treatment planning. To this end, it is essential that all information and documentation on each child be made available to the Day Treatment Staff. As stated above, the treatment issues of the children in these classrooms are a central focus. To this end, anger management, social interaction skills, relaxation techniques and impulse control training are some of the skills taught along with literacy and numeracy. Exploring and processing issues that arise in the classroom occurs regularly and cooperation and trust is fostered through processing issues both individually and with the group. Clear two way communication with the child's family or guardian, through communication books and Plans of Care meetings, aid in sharing emotional concerns, child management skills and insight about the child and his/her needs. This is done in the hope of working cooperatively with the family to institute systemic change. The Day Treatment Coordinator and the Assistant Day Treatment Coordinator supervises the Child and Youth Workers and Educational Assistants in the classrooms. Our Program Manager may consult with the Day Treatment Coordinator and may attend Plans of Care and other treatment planning meetings. Consulting Psychologist, Dr. Anita Halpern, Psychological Associate, Janet Morrison, and Child Psychiatrist, Dr. Cynthia Gertsman, monitor and consult to the treatment process as needed. Admission CriteriaAs stated above, this program is designed for those students who do not cope well within the traditional classroom setting and are unable to attend school. This would primarily include students who are presenting emotional and behaviour problems as a result of personal or familial difficulties. These students may also be identified as having learning disabilities such as A.D.D. and A.D.H.D., and may also be struggling to develop appropriate social and interpersonal skills. Students with clear psychiatric difficulties would not be appropriate for this program as psychiatric services and supports are not presently available within this program. Students with addictions or with clear substance abuse problems would not be candidates for this program. Students with developmental handicaps or who function cognitively at a very low level may also not be candidates for this program. Admission ProcedureEnterphase Child & Family Services requests that all available information on the prospective placement be forwarded to the Day Treatment Coordinator of Enterphase Child & Family Services to allow the treatment team to review the information. This would include I.P.R.C. findings and recommendations, psychological assessments, educational assessments and any other reports that would aid the team in determining appropriateness of placement and treatment planning. All information can be mailed to: Enterphase Child & Family Serviceor information can be faxed to our main office at 905-434-1775, e-mail to admin@enterphase.com
Treatment RemovalChildren enrolled in E.C.F.S Day Treatment programs that are operated on school property under section class agreements are subject to the code of conduct as determined by the local board and principal. When children violate the code of conduct or misbehave in other ways, a consequence may be imposed by either E.C.F.S day treatment staff or school staff. Treatment Removal requires that a child be sent home for a period of time decided upon by the Enterphase staff and teacher in consultation with the Day Treatment Coordinator. Treatment Removal is not registered on a child's Ontario School Record as a formal suspension. A Treatment Removal may be instituted for, but is not limited to, the following behaviours:
Children who may be dealing with difficult emotional issues/crisis may receive a Treatment Removal as a supportive intervention to allow them time to process or work through issues outside of the expectations of the classroom. It is an expectation of the parent or guardian of all children within the Enterphase Day Treatment Program to have an "exit plan" organized so that the child knows what to expect and where they are going in the event that a Treatment Removal is deemed necessary. Discharge from the ProgramProviding a successful experience for the student, both in dealing with emotional obstacles as well as educational difficulties, is a primary objective for Enterphase and the teaching staff of the classroom. Ideally, discharge from this program would occur when the child has either progressed to the point where a less structured academic environment is indicated, or where the identified needs of the child can better be served in an specialized classroom setting that is specific to their profile. Discharge from the program for reasons other then those listed above would not occur until all other possibilities have been exhausted. However, they may include:
CRISIS INTERVENTION - SECTION CLASSROOM |
|
|