The 4R’s and 2S’s Learning Collaborative (LC)
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Quality Improvement Team Webinar Children’s Technical Assistance Center (CTAC) Website: ctacny.com The 4R’s and 2S’s Learning Collaborative (LC)
description
The 4R’s and 2S’s Learning Collaborative (LC). Quality Improvement Team Webinar Children’s Technical Assistance Center (CTAC) Website: ctacny.com. AGENDA. Welcome to clinics joining the LC The 4R’s and 2S’s model: What is it? Why is it important? - PowerPoint PPT Presentation
Transcript of The 4R’s and 2S’s Learning Collaborative (LC)
Quality Improvement Team Webinar
Children’s Technical Assistance Center (CTAC)
Website: ctacny.com
The 4R’s and 2S’s Learning Collaborative (LC)
Welcome to clinics joining the LC The 4R’s and 2S’s model: What is it? Why is
it important? The ABC’s of a Learning Collaborative Proposed schedule of LC Activities (October
2011- June 2012) Q&A
AGENDA
You are one of over 60 clinics statewide who have expressed an interest in joining the 4R’s and 2S’s Learning Collaborative
The clinics who join are the “early adopters”- those who are committed to improving their services.
We very much appreciate your commitment- as an early adopters you are the innovators who contribute to the field and help to improve the entire system
Welcome
This curriculum-based practice is designed to strengthen families, decrease child behavioral problems, and increase engagement in care.
The program focuses on parts of family life that have been empirically linked to youth conduct difficulties.
The program is available in English or Spanish.
The 4R’s and 2S’s is a research informed treatment approach designed to improve parent- child interactions resulting in positive improvements in the child’s social behavior and the caregivers parenting behaviors.
The 4R’s and 2S’s Multiple Family Group Program: What is it?
Does your clinic offer group treatment?
If yes, what type of group
program?
POLL QUESTION #1
R ules R esponsibilities R espectful Communication R elationships S tress S ocial Support
The 4R’s and 2S’s stands for:
Reduces stigma associated with raising a child with mental health issues by normalizing each family’s experience
Emphasis on building family relationships and functioning
Each session provides time for families to practice togetherness and communication
Emphasis on “Roadwork”, which promote continued learning outside the group
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What is the 4R’s and 2S’s for Strengthening Families Program?
Group format Meets at least once a week for 16 weeks Optimally closed group after session 3 Group size = 6-8 families Ideally, co-led with parent advocate Groups typically run for 60 minutes Manuals used by families and facilitators
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What is the 4R’s and 2S’s for Strengthening Families Program?
The literature tells us that families that participate in the program are likely to experience the following outcomes: Increased family cohesion Increased within family support Increased family communication Decreased oppositional defiant behaviors Decreased child inattention Decreased parenting stress Decreased problematic parent-child interactions Families stay longer in treatment
Why is the 4R’s and 2S’s program important?
Network of clinics committed to implementing and sustaining an evidence based practice designed to strengthen family relationships and promote positive social behavior in children with conduct difficulties
The learning collaborative brings together 10-15 child serving clinics who share with and learn from each other through collective problem solving and social networking.
What is a Learning Collaborative?
Have any of you previously participated in a
Learning Collaborative?
Poll Question #2
Each participating clinic will….. Successfully plan, implement and complete the
4R’s and 2S’s 16 week multiple family group treatment program.
Explore strategies to sustain the 4R’s and 2S’s program (assuming positive outcomes) after the LC ends in June 2012.
Be offered an optional opportunity to experiment with applying the 4R’s and 2S’s approach to an 8 week program and/or individual treatment modalities.
ABC’s of LC: The Overall AIMS
Your LC is organized and guided by a panel of “experts” who provide the needed clinical, technical and social supports to achieve the aims of the LC.
Your expert panel are faculty of CTAC. For more information about your expert panel see the CTAC website at CTACNY.COM
The ABC’s of a Learning Collaborative: Your Expert Panel
The expert panel provides guidance on how to successfully implement a new practice by:◦ Organizing and facilitating all activities associated
with the LC◦ Establishing practical and effective communication
channels between and among the members of the LC and the expert panel members
◦ Providing high quality training and ongoing support for the staff implementing and providing the new practice
◦ Supporting supervisors to promote the development of the staff implementing the program
ABC’s of the LC: What your expert panel provides
One of the key approaches employed by the expert panel involves assisting each clinic to apply easy to use performance improvement methods : Plan-Do-Check-Act improvement cycles Identification of measureable performance indicators Focus on practical strategies that make sense in the
day to day realities of a clinic
ABC’s of the LC: What your expert panel provides.
What do the participating clinics bring to the table?
The ABC’s of a LC: The role of the clinic
Each organization identifies and empowers a Quality Improvement Team (QIT) who participate in all the LC activities and take responsibility for planning, implementing and evaluating the aims of the LC.
The QIT is the interface between their organization and the LC.
The Quality Improvement Team (QIT)
QIT membership typically includes:◦ an executive-level administrator◦ clinical supervisor of the program that is the focus of
the improvement effort◦ person responsible for collecting and submitting data
related to performance indicators. Others may also join the QIT based on the aims
of the LC (e.g., cultural diversity expert, peer specialist, partnering organization representative)
In the 4R’s and 2S’s project, the inclusion of a family advocate/parent partner would be very helpful
The QIT: Who should be involved?
Does your clinic have a relationship with a family
advocate, family partner or family support organization?
POLL QUESTION # 3
The identification of key performance indicators that are measurable and allow LC members to assess progress and address challenges is an integral component of a LC.
The identification of performance indicators
promotes and strengthens the experience of a “community” among participants by establishing a number of common goals and measures.
Performance Indicators
The performed indicators employed in the 4R’s and 2S’s LC include:
◦ Weekly Attendance (the number of families that were enrolled in the 4R’s and 2S’s program and the number that attended)
◦ Discontinuation and reasons why (# of families that discontinued during a month and the factors contributing to discontinuation)
Performance indicators
Family Feedback (completed by participating family members at the beginning , middle and end of the program)◦ Built into the 4R’s and 2S’s manual◦ Focuses on child behavior and aspects of family
life
Facilitator feedback (at end of program the group facilitator(s) provide feedback on their experience of the program)
Performance Indicators (cont)
Fidelity A way of helping facilitators to apply their skills
in the program. Supervisors will be involved in assessing fidelity
by directly observing a group and completing a fidelity assessment instrument.
The fidelity feedback is not part of the practitioners performance evaluation. Rather, the focus is on educational supervision.
Opportunity to conduct fidelity via an independent rating
Performance Indicators (cont)
The 4R’s and 2S’s LC is likely to include the following activities: 3 face to face meetings of the QIT’s over the 9 month
duration of the LC Typically, one monthly contact with the QIT’s via one of
the following modalities:◦ Individual call ◦ Group conference call ◦ Special interest calls ( based on the expressed needs of the LC
members as the project progresses)
What are the Learning Collaborative Activities?
One day staff training in facilitating a 4R’s and 2S’s multiple family group◦ Minimum of 2 practitioners (clinical staff, interns) along with a
family advocate/partner◦ Consider sending additional staff who may be interested in
learning the program and may support your efforts to sustain and/or expand the program.
Training is a practical hands on learning experience with a manual used by the group facilitators and the families
Training will begin in November 2011
Learning Collaborative Activities: Staff Training
What percentage of your services for children involves one or more family members on an ongoing basis? Best estimate.
Less than 25 %26-50 %More than 50%
POLL QUESTION #4
Keep in mind….. CTAC will make adjustments based on the
needs and preferences of the LC participating clinics
CTAC is always available to consult with clinics to address clinic specific/unique concerns and challenges
Tentative Schedule of LC Activities
Oct 2011
Welcoming and Introductory Webinar
Orient QIT members to the LC: Expectations and Resources provided
Nov Face to face meetingTraining of staff begins
Building relationships and social networking Clarifying expectations and LC activities Review performance indicators in detail Identifying initial challenges Describe the new practice to be implemented, training plan and next
steps Developing a communicating for buy in work plan
Dec Individual call to each LC member organizationTraining of staff ends
Follow up on progress, challenges and needs associated with the work plan developed at the face to face meeting.
Explore and address challenges associated with implementation, evaluation and organizational buy in.
January 2012
Group call Round robin report on progress challenges and needs. Facilitator makes note of challenges and engages members to share
solutions and contribute to problem solving focuses on the most common challenges
Feb 2nd Face to face QIT meeting
Identify and reinforce progress and address the key challenges encountered by participants as they implement a new practice, policy, procedure or process.
Facilitate collective problem solving by eliciting potential solutions from the LC members as well as the recommendations of the expert panel.
Each QIT develops a work plan to address one of the challenges/barriers that interferes with meeting the aims of the LC.
MONTH ACTIVITY FOCUS
March Special interest call
Invite staff involved in implementing the new practice or carrying out a new procedure to participate in a group call with their counterparts.
Focus on the needs of the key implementers and collectively problem solve on common challenges.
April Individual call Follow up on progress, challenges and needs associated with the work plan developed at the face to face meeting.
Explore and address challenges associated with implementation and evaluation.
May General group call
Round robin report on progress, challenges and needs.
Facilitator makes note of challenges and engages members to share solutions and contribute to problem solving focused on the most common challenges
June 3rd and final Face to face meeting
Formal presentations by each LC member. LC members are provided a framework/outline to structure their presentation that includes 1) performance indicators data and 2) steps to sustain the improvement efforts.
MONTH ACTIVITY FOCUS
Q&A
For more information or clarification on the 4R’s and 2S’s learning collaborative, please feel free to contact your LC facilitator and/or your regions logistics coordinator listed below.
FacilitatorsMary McKay (NYC and Lower Hudson- group A) [email protected]
Andrew Cleek (NYC and Lower Hudson- group B&C) [email protected]
Anthony Salerno (Long Island) [email protected](New York University partner representative)
Thomas Jewell (Central/Western and Upper Hudson River) [email protected]
Logistics CoordinatorAshley Fuss (NYC, Long Island): [email protected]
Dianne Bailey (Western/Central and Upper Hudson) [email protected]
