c) Participants demonstrate NOTE: The chart below is or report skills in one or intended to be used more of the following with each participant areas: BEFORE and AFTER the - money program. BEFORE the management/financial program, staff would (e.g., budgeting, discuss each skill that banking) applies to the - self-care (e.g. strategies participant and your they can use to cope program. The BEFORE with stress, stay safe ) ratings would be used - community to set goals for the involvement/socialization skills the participant (e.g., engagement in will work to improve events, activities, or (determined jointly by groups within their participant and staff). community) So only the skills that - self-advocacy (e.g., are the focus of following through with improvement would accessing be assessed AFTER the resources/referral) program. - interpersonal/ relationship (e.g., (Interview with communication, participant - assertiveness, conflict Instructions below are resolution) meant to inform the - parenting (e.g., giving staff person filling out positive feedback to the form; not to be child(ren), read to participants) communicating/ modeling positive (c.1) The following alternatives to negative contains several child behaviours) categories of skills - literacy skills (e.g., that may be reading, writing) applicable to this - refusal skills (e.g., participant. Within communicating refusal each category are to take part in crime, examples of what that
c) Participants demonstrate or report skills in one or more of the following areas: - money management/financial (e.g., budgeting, banking) - self-care (e.g. strategies they can use to cope with stress, stay safe ) - community involvement/socialization (e.g., engagement in events, activities, or groups within their community) - self-advocacy (e.g., following through with accessing resources/referral) - interpersonal/ relationship (e.g., communication, assertiveness, conflict resolution) - parenting (e.g., giving positive feedback to child(ren), communicating/ modeling positive alternatives to negative child behaviours) - literacy skills (e.g., reading, writing) - refusal skills (e.g., communicating refusal to take part in crime, NOTE: The chart below is intended to be used with each participant BEFORE and AFTER the program. BEFORE the program, staff would discuss each skill that applies to the participant and your program. The BEFORE ratings would be used to set goals for the skills the participant will work to improve (determined jointly by participant and staff). So only the skills that are the focus of improvement would be assessed AFTER the program. (Interview with participant - Instructions below are meant to inform the staff person filling out the form; not to be read to participants) (c.1) The following contains several categories of skills that may be applicable to this participant. Within each category are examples of what that
CommonToolsQuestions-HomeVisitation.docx