The goal of the Section 23 classroom is to teach pro-social and behavioural skills required to be able to cope on a day to day basis in a regular classroom. The ability to self-regulate, focus on the task at hand and problem solve will result in the adolescents successfully transitioning.
The treatment plan reflects the goals and the work being completed by both the child and the team to support the child developing the skills to move to a community school.
The Child and Adolescent Functioning Assessment Scale(CAFAS) measures the degree of impairment in functioning in children and adolescents with the emotional, behavioural, psychiatric, psychological, or substance use problems. It is a "snapshot" picture of the clients at a particular point in time. The CAFAS is arranged in eight subscales. Functioning is rated in school/work, home, community, behaviour towards others, moods/emotions, self harmful behaviour, substance use, and thinking. There are also two caregiver scales which look at material needs and family/social support. The Plan of Care reflects the goals of CAFAS. For this specific treatment plan we will be drawing on goals from the school/work area. This assessment is completed within the first 60 days and every 90 days thereafter. This assessment drives the treatment both in the home and school.
Educational testing is completed on intake, administered by our clinician and scored by our psychologists.
The teacher and the Child and Youth worker collaboratively, implementing the behavioural and academic modifications from the Individual Education Plan.
Point and Level System
Once a child is enrolled in the school they are placed on the point and level system in the treatment foster home where they are living. This carries over to the school where they have the opportunity to continue to earn points. The child, with the support of the team, chooses target behaviours which the child works on both in the home and at school. In addition to the continuous point and level system that flows from the houses to school and back, there is an additional rewards program for the child in class. This is individually tailored to each child and is an effective tool used to help motivate and immediately reinforce positive behaviours and work production. This program is based half on three target behaviours that the child could improve upon and half on work production. The behavioural data is charted daily and the goals set for each child are constantly changing as the problem behaviours are extinguished and new goals are set. This leads to an overall improvement in the child’s ability to handle diverse situations and helps them to be aware of how much progress they have made and the pride they should feel in that.
The child sees a therapist either in the school or at the home 3 out of four weeks in the month. A treatment report is written every 3 months and is shared with the clinical team. The CAFAS is attached with the treatment report.
A Clinical meeting is scheduled for the first Monday of each month which involves the therapist, teacher, Regional director, CYW and other’s who would want to participate i.e. foster parent. Each of the students is discussed. Our consulting psychologist, Dr. Sardoni is available for psychological consultations for each student, as deemed necessary. Our Therapist is also available for clinical consultation as required.
Programming In the Huntsville section classroom Therapeutic Riding is offered Friday morning to students. The goal is to teach empathy, experience resilience i.e. research has shown that people who feel a sense of control in their lives are more likely to be resilience. Horseback riding can facilitate feelings of control.
In the Campbellford section classroom the school also offers a physical fitness component. It is a known that exercise will increase the ability to focus in school which leads to an increased chance for a good education. This is a daily part of our program which leads to lower stress levels, reduced anxiety, and an opportunity to have fun while in school.
There is an emphasis on promoting multi-culturalism in our school. Students are supported to embrace their heritage and the staff assists the children in researching their personal histories. The children have the opportunity to attend the cultural events that pertain to them at any given time as these are of great importance to helping them understand who they are.
The adolescents in the programme are expected to set daily goals. This process focuses them on successes on a daily basis as well as weekly. Along with working on targeted behaviours, the goals they choose and the goals from CAFAS, the programme becomes outcome based and measurable.