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33 Cards in this Set
- Front
- Back
- 3rd side (hint)
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DPN |
Daily Progress Notes - due before end of shift -observations, formatting and document daily goals |
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Disciplinary Hearing |
a form of "due process" where students/faculty can file grievances for behavior or action of staff. etc |
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Multi-Disciplinary Team |
-members from different ROP depts. -collab to make treatment recommendations |
include; thereapists, psychiatrists, direct care, parents |
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One-on-One |
working individuall w/ student |
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Essential Subject Training |
include: (1) evidence-based practices (2)Operations (3)HR |
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Interactive Supervision |
-modeling desired behavior -begin interventions at lowest possible level -provide students w/ practice trials - "stay in thr mix" -treat students w/ respect -position yourself to interact and supervise all students |
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Status Levels of Students |
Orientation Rookie Intern RAM |
O.R.I.R |
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Mission Statement |
Improving the Lives of Youth |
on our uniform shirts |
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Code of Ethics |
-Manage interactions proactively instead of reactively -Display pro-social attitudes, behaviors & language -Approach student interaction as oppurtunitues for teachable moments - Conduct yourself with resprct for all students |
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Dress Code (staff) |
Khaki, black, dress pants shorts (seasonal) |
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Alpha Dress |
Professional |
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Bravo Dress |
Casual (ROP provided uniforms) |
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Charlie Dress |
athletic wear |
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Inappropriate One-on-One |
-Meeting student in unsupervised areas -Meeting in offices w/o doors & windows -Pulling student to frequently -Pulling student from required activities |
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ROP Boundary Guidelines |
-Maintain regular contact -Don't preach; practice active listening -Access resources -Watch for hidden agendas -Be aware of your environment -Debrief with peers |
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Physical Management shall never be used as_____________,______________,_______________,________________ |
-as a form of discipline/punishment -as treatment/therapuetic intervention -as a threat to gain compliance -to force program participation |
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Levels of Intervention |
1. Non-Verbal Helpful (informal) staff/student 2. Verbal Helpful (informal) staff/student 3. Concerned Verbal (Formal) staff/student 4.Request for Staff Support (formal) staff only 5.Community Group (formal) staff and students 6. Refocus/ Stabilization Placement (formal) staff only |
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Classroom Duties |
-Actively support staff& student confrontations -Address negative behavior at lowest level - Don't remove students from class unless in case of emergency |
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Staff Up (Morning Procedure) |
Staff will be awake, alert& ready for work |
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Student-to-Student Address |
Informal: first name only in appropriate situations Formal: " Student Athlete" (last name) |
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Student-to-Adult |
Informal: Mr./Mrs. or title (last names) Formal: Sir/ Ma'am |
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Staff-to-Student |
Informal: student's 1st name (when appropriate) Formal: "Student Athlete" (last name) |
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Staff-to-Staff |
Informal: first name Formal: Mr/Mrs title of staff (last name) |
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Meal Program |
-Students should hand sanitize or wash hands -appropriate conversation levels -all tables should have staff -students&staff sit together by pod |
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I.V.A.L.I.D.A.T.E |
(I)ndividual prescriptive treatment (V)ocational training (A)ctivities (L)ife Skills (I)ndividual skills& strengths (D)emonstrated behavior change (A)ftercare (T)reatment (E)ducation |
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(Skill Development Group Steps) 1. Introduce the__________. |
Skill |
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(Skill Development Group)
Step 2 of a Skill Development Group is to obtain _________ _____-______ |
student buy-in |
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(Skill Development Group)
3a. ________each step to ensure_____________ 3b. Identify steps as__________ or __________ steps. |
3a: -Review -Comprehension 3b: -Thinking or Action |
3b. (Th) or (A) |
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(Skill Development Group) |
4. Staff __________ the skill |
Models |
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(Skill Development Group) 5. Student _______ _________ the skill |
Role plays |
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(Skill Development Group) 6. Provides ____________ to the student |
Feedback |
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(PTO) _______ days notice are required for PTO requests |
14 |
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(PTO) After ______ years staff is eligible to acrrue ______ hours |
2; 80 |
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