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GIM Model

1. Engagement

Checking in with the children referred by teachers and who are at risk. Building rapport with students with multiple meetings. Ensuring knowledge of reporting requirements. Completing intake, introducing basic needs questionnaire.

2. Assessment

Identifying needs and neglect by assessing questionnaire. Piecing information together and identifying missing information. Speaking to faculty who made referral, or outside parties in student's life. Organization of information and evidence. Forming meetings to discuss failing needs.

3. Planning

Meetings with parents/guardian, teacher. Supporting parents with resources, support groups, etc for meeting basic needs. Establishing student needs are PRIORITY- food, water, shelter and mental well being is a necessity.

4. Implementation

Mediation between parties involved. Establish routine meetings to assess needs.

5. Evaluation

Give the same questionnaire throughout weekly meetings to establish change or stagnant results.

6. Termination

Depending on results of evaluation, follow up may continue throughout the school year(s), but may be terminated if needs are consistently being met.

7. Follow-Up (if needed)

Reassess case, refer out if leading to Child Abuse otherwise start the process over

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GIM MODEl

1. Engagement

Opening communication, building trust,

meeting them at a safe spot

2. Assessment

ACES - Adverse Childhood experiences

Understanding the trauma the youth experience during the early childhood

coping mechanisms, peer pressure,

referrals, resources

Surveys on the population and location

3. Planning

treatment plan, such as going to therapy,

Finding for resources such as intervention programs to help the youth out

Parent’s can also contribute to the treatment plan, being supportive of the,

set up healthy goals

4. Implementation

monitoring their school behavior such as if they are getting in trouble or missing school

rehabilitation programs- checks in

Yearly fairs in schools or in community parks to have a constant follow up and resources available

5. Evaluation

Goal attainment Scaling

check in. Making sure they are staying clean, this can be by drug testing

6. Termination

They are clean

no longer need checks in

The youth feels ready to let go

meeting the goals they planned with the social worker

7. Follow up

Checks in naturally decrease

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1. Engagement
2. Assessment
3. Planning

4. Implementation

5. Evaluation

6. Termination

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1. Engagement

1. Meeting the elderly at the homes and going over their concerns. (ex: hygiene, food, visitation, recreational time)

1. Build rapport (be nice, approachable)

2. Assessment

1. Set up intakes with clients one on one. Ask series of questions to the elderly. Pre-survey (Do you have any outside support? Are/Have you been harmed? etc.)

2. Talk about individual's rights, resources avaliable, relocations, etc). Make sure to take time to speak with nurses, CNA, receptionists, etc).

3. Planning

1. Working with clients to prioritize individuals clients and support it through: counseling sessions, recreational workshops (arts and crafts, bingo). Educational workshops of abuse. Case management. Family corrdination.

4. Implementation

1. Weekly visitation, follow-ups. Social worker led staff trainings.

5. Evaluation

1. Post Survey (asking what the individual learned, enjoyed, felt comfortable sharing, disliked about the approaches used, etc) (paper surveys depending on writing abilities or online with asssistance)

6. Termination

1. 6 months. Celebration Party (allow individuals to end sessions happily).

2. Make referrals to external resources if needed.

3. Follow-up within 2 months to check for regression. Collaborate with staff members about their progress.

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GIM Model

1)

Meeting youth where they are at, going into juvie, collaborative courts

finding services available (ex: Project Kingship, Project Rebound)

Build rapport starting groups, meeting with youth individually, and hands-on

2)

Doing intakes, understanding what their needs are

Identifying risk and protective factors

talk to teachers, guardians, and others to get an understanding of the client's specific situation

Identfity clients strengths

Ask about the programs they were in before, and why they were, and were not successful

3)

Establish goals and objectives that we want to get out of our interactions (ex, GPA expectations, attendance, etc)

Possibly establishing a contract

Develop SMART Goals with them

Goals after probation, in conjunction with the parole officers as well

Working with client to find motivations (ex, family, friends, etc)

Preparing them for life as a previously incarcerated youth by parenting with the schools

4)

weekly check-ins with client, school, and possibly the parole officer

avoid blame

during sessions, allow a space for them to voice the problems they are facing, and listen to them

check in on how they are reintegrating into school and life beyond incarceration

5)

survey on the effectiveness of sessions in regards to helping them adjust to life, and school productivity

seeing progress in terms of grades and attendance

checking in with the adults in their lives and the parole officer to see if there is an improvement in their behavior

6)

Slowly decrease follow-ups as the client's behavior and reintegration improve

Once a client has graduated from the probation program, possible end sessions

Connecting them with possible services that might benefit them (ex, job help resources, support groups, and CalWorks, therapy CBT/skill, peer mentor)

Leave them with life skills to stand on their own, like time management, breathing exercises, in times of anger and anxiety

Instill self-confidence and a strong sense of self