1. Professional knows the pre-teen, teen, or young adult
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Interested in speaking to professionals in the client’s life -- knowing the strengths & weaknesses socially, emotionally, & academically.
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They know their strengths, interests, hobbies, skill-sets
2. They know the student’s coping skills (or lack there of) and behavioral patterns
- This means they want to get beyond the labels and explore and investigate what triggers behavior and the common consequences of that behavior.
3. Comprehensive understanding of the family system, history, dynamics
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Enabling, Rescuing, Patterns of Hopelessness, Love, Abuse, Scapegoating, Eager to Learn, Resistant to Change, Avoidant, Confrontational, Reactive, Trusting, Distrusting, etc.
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Structural Dynamics
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Traditional
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Adoptive family
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Blended-family
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Marital status of parents
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Extended family Support
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Emotional Dynamics
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Nurturing, Distant, etc.
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How communication happens in the family system: This is a family that… My experience with dad is… An approach I’ve found helpful with mom is…Parents respond well to this kind of approach...
4. Professional knows programs
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They are up-to-date on current program practices
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They are familiar with key program people
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They are familiar with both key program details (stages or phases; recognitions; special practices; etc.) and the nuances of the service delivery model.
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If they are not familiar with the program, the have a network to refer to and trust
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The are not resistant to call the program and get further facts or information
5. They have a thorough understanding of the treatment process
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The purpose and process of wilderness therapy
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Understanding of Wilderness Therapy vs. Primary Substance Abuse Treatment -- why or why not?
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What the requirements are for family involvement at different levels of treatment.
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Understand difference between Therapeutic Boarding Schools & Residential Treatment Centers in terms of levels of care for their client & how the processes differ
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Understand Program-Specific Processes & Models (ie, the difference between a behavioral tech program & Teaching Family model for your child)
6. They understand the nuances between programs & models of program & level of care
7. They understand the importance of transition planning
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Professional plans with treatment providers early and often, and generally before the family comes into the process.
8. Collaborate effectively and communicate often (Teamwork)
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Available to treatment programs before, during or after an incident.
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Available to treatment programs for informal or formal update.
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Do not dictate treatment, but support & question the treatment.
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Provide supportive feedback to treatment program
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Trust the program is doing well by client & family.
9. Contract & goals of contract are direct
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Dual relationships are spelled out (if any)
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Time commitment or length of engagement is clear in the contract
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Goals of the contract are clearly defined
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Costs are clearly defined
10. Family feels like the consultant ‘gets’ them
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Relationships can be formed by Skype, Facetime, telephone or in person, but regardless of how the relationship is formed, the key to success with these types of professional relationships is that the family feels confident in the professional's credentials, process & goals.
Many of the themes from this blog were taken from a presentation that Karen Mabie, Ed.S., NCSP, CEP and Clark Hammond, Ph.D, LMFT gave at the IECA National Conference in 2014.
