Trainee Handbook. In Collaboration With. University of Arkansas for Medical Science (UAMS)

Trainee Handbook Louisiana State University Health Sciences Center Human Development Center Interdisciplinary Training Program In Collaboration With University of Arkansas for Medical Science (UAMS) Leadership Education in Neurodevelopmental Disabilities (LEND) Interdisciplinary Training Committee: Meher Banajee, Ph.D. (LSUHSC-SAHP/HDC) Maria Blanco, M.Ed. (LSUHSC-HDC) Sylvia Davis, Ph.D. (LSUHSC-SAHP) Kirk Nelson, Ph(LSUHSC-SAHP) Thuha Hoang, PT, MHS (LSUHSC-SAHP) Linda Flynn-Wilson, Ph.D. (University of New Orleans) Lauren K. Giovingo, Ph.D. (LSUHSC-HDC) Barbara Gordon-Wendt, Ph.D. (LSUHSC-SAHP) Philip Wilson, Ph.D. (LSUHSC-HDC) Fall 2012 1

Preface Welcome to the Louisiana State University Health Sciences Center- Human Development Center Interdisciplinary Traineeship (HDCIT/LEND). The HDCIT/LEND program seeks to develop exemplary interdisciplinary training suited to both the rural and urban settings of Louisiana. The HDCIT/LEND program strives to enhance the capacity of academic units on participating campuses to support the development of leaders in interdisciplinary services for children with neurodevelopmental disabilities. The HDCIT/LEND is a satellite program of the University of Arkansas for Medical Sciences (UAMS) Leadership Education in Neurodevelopmental Disabilities. The HDCIT/LEND offers trainees at the graduate, post masters, and post doctoral levels, as well as family members and self-advocates, a variety of interdisciplinary experiences within four program components, including: didactics/seminars, clinical, research, and leadership. Interdisciplinary training is defined by the Bureau of Maternal and Child Health (MCH) as: an integrated education program that relies upon the interdependent contributions of the collaborating team members. These team members may include people with disabilities and their families, health care professionals, and community providers. The HDCIT/LEND is designed to provide trainees with experiences to enable them to become effective leaders in their own disciplines and to competently apply knowledge and skills to support persons with developmental and other disabilities and their families achieve their desired outcomes. In addition, trainees are prepared to effectively participate in an interdisciplinary process of designing, evaluating, and implementing programs, and to effectively work in interdisciplinary settings including, but not limited to, clinics, schools, family homes, community locations, and universities. This handbook describes the interdisciplinary training options available for New Orleansbased HDCIT/LEND trainees. The experiences of an HDCIT/LEND trainee are designed to be both interesting and educational. These experiences will provide trainees with an interdisciplinary perspective, knowledge and first-hand experience applying

interdisciplinary practice in clinical settings, participating in interdisciplinary research, and completing an interdisciplinary leadership project. For more information about the HDC Interdisciplinary Traineeship (HDCIT/LEND) program please contact Lauren K. Giovingo, Ph.D., Human Development Center Interdisciplinary Training Coordinator at: 504-914-3579 or lgiovi@lsuhsc.edu.

I. BACKGROUND A. History and Accomplishments The HDCIT/LEND program is a satellite of the University of Arkansas for Medical Science (UAMS) LEND program. The HDCIT/LEND satellite program provides quality interdisciplinary training experiences to LEND trainees in the state of Louisiana. The HDCIT/LEND program was piloted in 2012-2013 by faculty from Louisiana universities along with faculty from UAMS. To give trainees a sense of the history of interdisciplinary/lend training at UAMS, a review of the high points of the UAMS LEND program follows. UAMS first received a five-year grant in Leadership Education in Neurodevelopmental and Other Related Disabilities (LEND) from the Bureau of Maternal and Child Health (MCH) in 1994. With a new three-year award in 2011, UAMS joined 38 other universities with funding for LEND programs. The LEND grant provides partial support for faculty members at UAMS from 15 disciplines related to developmental disabilities: Audiology, Dentistry, Developmental and Behavioral Pediatrics, Family Advocacy, Genetics, Genetic Counseling, Health Services Administration, Nursing, Nutrition, Occupational Therapy, Physical Therapy, Psychology, Social Work, Special Education, and Speech Pathology. It also provides stipends for leadership training for trainees in those, and other disciplines. The LEND grant also builds ties from the Department of Pediatrics to other programs in UAMS (Audiology, Health Services Administration, Nursing, Psychology, Speech Pathology) and other universities. University of Arkansas at Little Rock (Social Work), University of Central Arkansas (Nutrition, Occupational Therapy, Physical Therapy, and Special Education), and Arkansas State University (Nursing) are the affiliated universities under UAMS s MCH core training grant. LEND faculty in participating universities and departments have opportunities to develop research, training and service projects with faculty in the Department of Pediatrics.

The following table summarizes the number of UAMS LEND trainees to date (1994-2012). The Table illustrates how the HDCIT/LEND program may grow over time. Participants in the short-term option include students (undergraduate and graduate), professionals, and families. The intermediate and long-term trainees were all graduate students or fellows. 1994-2011 UAMS Trainees Short-Term (0-159 hrs.) Intermediate (160-299 hrs.) Long-Term (300 + hrs.) Total Pediatrics 90 6 96 Psychology 1 1 20 22 Social Work 19 11 25 55 Speech Pathology 42 26 40 108 Audiology 8 3 14 25 Physical Therapy 38 22 16 76 Occupational Therapy 23 14 15 52 Nutrition 33 21 14 68 Family Advocacy 2 2 Genetic Counseling 2 2 4 Health Administration 15 15 Nursing 114 14 16 144 Consumer Science 1 1 Public Service 1 1 Early Childhood 58 58 Education Educators 47 47 Parents 47 47 Paraprofessionals 34 34 Total 466 197 181 851 The UAMS LEND program has developed into a nationally-recognized program for its innovative approach to developing statewide and community-based services for children with

disabilities and their families. LEND faculty members have demonstrated how to transform the university s clinical and teaching expertise into community-based, family- and consumerresponsive programs. LEND faculty members collaborate regularly on training and service projects with state agencies in Public Health, Special Education, Early Childhood, Higher Education, Rehabilitation, Independent Living, Developmental Disabilities, Title V Children s Services, Behavioral Health, and Children and Family Services. The HDCIT/LEND program will seek to assist LSUHSC to make similar transformations. HDCIT/LEND trainee experiences are modeled after those provided by UAMS LEND. These experiences consist of seminars or lectures on a variety of topics related to individuals with developmental and other disabilities (IWDD) and families. These topics change year-to-year based on trends in the field, faculty expertise, and trainee interests. In addition, the HDCIT/LEND program arranges interdisciplinary clinical experiences, provides opportunities for trainees to participate in interdisciplinary research, and culminates with a capstone activity that requires trainees to apply interdisciplinary leadership skills. Trainees become leaders in interdisciplinary practices in Louisiana, the region, and the nation in the field of developmental disabilities. 2010-2012 HDCIT/LEND Trainees Short-Term (0-159 hrs.) Intermediate (160-299 hrs.) Long-Term (300 + hrs.) Total Speech Pathology 2 2 Audiology 2 2 Early Childhood Special 1 1 Education Physical Therapy 1 1 Nursing 1 1 Parents 1 1 Psychology 1 1 Total 9 9 B. Philosophical Assumptions

Training, service, and research activities of the HDCIT/LEND program are based on state, regional, and national priorities identified by consumers and service providers. The HDCIT/LEND program bases its initiatives and services on the following guiding principles: Key Elements of Family-Centered Services Recognizing that the family is the constant in a child s life, while the service systems and personnel within those systems fluctuate. Facilitating parent/professional collaboration at all levels of service provision: services for an individual child; program development, implementation, and evaluation; and policy formation. Honoring the racial, ethnic, cultural, and socioeconomic diversity of families. Recognizing family strengths and individuality and respecting different methods of coping. Sharing with parents, on a continuing basis and in a supportive manner, complete and unbiased information. Encouraging and facilitating family-to-family support and networking. Understanding and incorporating the developmental needs of infants, children, and adolescents and their families into service delivery systems. Implementing comprehensive policies and programs that provide emotional and financial support to meet the needs of families. Designing accessible service delivery systems that are flexible, culturally competent, and responsive to family-identified needs. C. Mission and Goals The mission of the HDCIT/LEND program is to provide a variety of interdisciplinary training, clinical, and research experiences with a culminating capstone leadership project that provides trainees with a foundation that will enable them to become leaders and advocates for interdisciplinary practice to support individuals with developmental disabilities (IWDD) and families achieve their desired outcomes. The HDCIT/LEND program is designed to produce future leaders, policy makers, clinicians, general service providers, researchers, and advocates for the field of developmental disabilities. The

HDCIT/LEND program assumes that trainees who successfully complete the program will positively impact the state, region, and nation by working to increase and support the productivity, independence, and self-determination of persons with developmental disabilities. D. Administrative and Organizational Structure The HDCIT/LEND program is administered by the Louisiana University Center for Excellence in Developmental Disabilities (UCEDD), which is the Human Development Center (HDC). HDC is housed within the School of Allied Health Professions at the Louisiana State University Health Sciences Center in New Orleans. The HDCIT/LEND director is Dr. Philip Wilson and Dr. Lauren Giovingo is coordinator of the program. Currently, HDCIT/LEND faculty includes Maria Blanco (Early Childhood Interventionist), Thuha Hoang, (Physical Therapy), Dr. Kirk Nelson (Physical Therapy) Dr. Meher Banajee (Speech-Language Pathology), Dr. Sylvia Davis (Speech-Language Pathology), Dr. Lauren K. Giovingo (School and Counseling Psychology), Dr. Barbara Wendt-Harris (Audiology), Dr. Philip Wilson (Special Education-Severe Disabilities). In addition, Dr. Linda Flynn- Wilson (Early Childhood Special Education) from the University of New Orleans is on the HDCIT/LEND program faculty. As the HDCIT/LEND program is entering its third year on a very small scale, the administrative and organizational structure continues to evolve. HDCIT/LEND Faculty (2012-2013) Meher Banajee, Ph.D., Speech-Language Pathology, SAHP/HDC mbanaj@lsuhsc.edu Maria Blanco, M.S., Early Childhood Special Ed. & Parent. HDC mblanc@lsuhsc.edu Sylvia Davis, Ph.D., Speech-Language Pathology, SAHP sdavis2@lsuhsc.edu Thuha Hoang, Physical Therapy, SAHP hhoang@lsuhsc.edu Linda Flynn-Wilson, Ph.D.-Early Childhood Special Ed.,UNO lflynnwi@uno.edu Lauren Giovingo, Ph.D., Coordinator/Psychology, HDC lgiovi@lsuhsc.edu Kirk Nelson, PH.D., Physical Therapy, SAHP tnelso2@lsuhsc.edu Barbara Gordon-Wendt, Ph.D.-Audiology, SAHP bwendt@lsuhsc.edu Philip Wilson, Ph.D., Director/Special Education, HDC pwilso2@lsuhsc.edu

II. APPLICATION/ORIENTATION AND PLANNING INFORMATION A. Application All trainees who wish to participate in the HDC Interdisciplinary Traineeship program should contact Dr. Lauren Giovingo at lgiovi@lsuhsc.edu or any of the participating discipline faculty members (see HDCIT/LEND Faculty, above). B. Program Sequence Once accepted into the HDCIT/LEND program, trainees will be assigned to a Discipline Coordinator. The following is a schedule of steps to be taken by trainees in registering for and completing the HDCIT/LEND program: 1. Trainees will attend the initial UAMS LEND/satellite HDCIT/LEND program orientation (August 24 th, 2012 at 12:30 pm in John P. Ische Library Conference Room located at 433 Bolivar on LSU HSC s campus). At the orientation meeting, trainees will meet one another and the faculty. An overview of the HDCIT/LEND program will be provided and trainees will receive a fall semester seminar schedule and materials related to clinical experience, research, and leadership (i.e., capstone) activity options. Following the initial orientation, trainees will meet individually with their Discipline Coordinator to discuss and begin developing their Interdisciplinary Training Plan (ITP). 2. Trainees will meet weekly with their Discipline Coordinator to finalize their initial ITP. Once approved by the Discipline Coordinator, the plan will be reviewed by the HDCIT/LEND faculty as a whole for approval. All trainees must have the first semester ITP approved by their Discipline Coordinator by October 5, 2012. Trainees and their Discipline Coordinator will review the second semester ITP in early January, 2013. The ITP, will be submitted no later than February 1, 2013. Trainee ITPs can be modified at anytime with the approval of the Discipline Coordinator and HDCIT/LEND director. 3. Trainees will complete HDCIT/LEND program as indicated in the trainee s ITP. All objectives will be met by the end of the academic year. An extension of the traineeship may be approved by mutual agreement of the trainee, Discipline Coordinator, and Director. 4. When all items in the trainee s ITP have been completed and approved by the Discipline Coordinator, the appropriate documentation will be submitted to the HDCIT/LEND

program Coordinator (Dr. Giovingo) for review. If all required elements have been completed, the traineeship will be considered successfully completed. Individualized Training Plans and Training Levels An Individualized Training Plan (ITP) is developed to provide: 1) a plan for didactic, research, leadership, and clinical experiences designed to build on the knowledge and skills of each trainee, 2) a record of the trainee s involvement in the training program, and 3) a means for evaluating outcomes. Each individual trainee with the guidance of their Discipline Coordinator and the Interdisciplinary Traineeship Coordinator develops the plan. The ITP outlines the level of student involvement, competencies to be attained, time-lines, and methods for evaluation of competency achievement. The HDCIT/LEND core competencies are listed on pages 16-18. Trainees will attain these competencies by participating in 27 seminars provided over two semesters, completion of clinical and research activities, and a leadership or capstone project designed to meet the specific needs of the individual trainee. The ITP represents a contract between the student and the HDCIT/LEND program. The Discipline Coordinator and HDCIT/LEND Coordinator will monitor the mutually developed plan and sign off on completed components. Trainees may modify their plan at any point, with the approval of their Discipline Coordinator and the HDCIT/LEND director. C. Definition of HDCIT/LEND Trainees The HDC Interdisciplinary Traineeship defines interdisciplinary trainees as those persons enrolled in the program who receive systematic, continuous interdisciplinary training across a broad range of professional functions coordinated through HDCIT/LEND. Training may include didactic, research, leadership, and interdisciplinary clinical experiences directly related to children with neurodevelopmental and other related disabilities and their families. Trainees are enrolled according to: (1) the number of contact hours for which training is received; and (2) the level of competency to be demonstrated by the trainees upon completion of the training experiences. Interdisciplinary training is available for both

graduate and post-graduate students, family members and self-advocates. Currently all trainees in the program are required to complete 300 or more hours. D. Benefits from Interdisciplinary Training Involvement As a HDCIT/LEND trainee you will gain a number of benefits. You may participate in interdisciplinary didactic and clinical experiences that will enhance your leadership potential for organizational development, interorganizational collaboration, and policy development and implementation in health care and education. You will receive the opportunities and options for competency-building experiences that are designed to strengthen your ability to provide services across an array of settings and age spans. You will enhance your knowledge and skills which will increase your marketability in the fields of health care and education. You will receive a certificate of completion for your level of achievement as a trainee. You will be better prepared to effectively serve persons with developmental disabilities in whatever career you pursue. You will expand and refine your skills for understanding and performing clinical and educational research. The HDCIT/LEND program is implemented in partnership with the UAMS LEND program and several other universities (e.g., University of Southern Mississippi, University of New Orleans). This arrangement gives trainees in the HDCIT/LEND program the ability to learn with and from faculty and trainees from a variety of disciplines and across programs in Arkansas, Louisiana and Mississippi.

E. Interdisciplinary Core Curriculum: Objectives and Competencies The HDCIT/LEND program is designed to provide trainees with the knowledge and skills to assume leadership roles in improving the health care and education of children with neurodevelopmental and related disabilities and their families. In preparation for these leadership roles, the program is structured around a core curriculum with four broadly intertwined areas: (1) Guiding Principles and Values, (2) Interdisciplinary Practice, (3) System Development, and (4) Research. Within each of these areas, Leadership Competencies are specified that are achieved by trainees within the context of didactic, clinical and research activities, and a leadership project. In order to provide effective leadership in health care and educational systems over the coming decades, these areas of knowledge and skills must be addressed. The core competencies and objectives are listed on pp. 13-20.

MCH LEADERSHIP COMPETENCIES AND OBJECTIVES Competency 1 MCH Knowledge Base/Context Objective 1.1 Trainees use data to identify issues related to the health status of a particular MCH population group Objective 1.2 Trainees describe health disparities within MCH populations and offer strategies to address them Objective 1.3 Trainees will demonstrate the use of a systems approach to explain the interactions among individuals, groups, organizations and communities Objective 1.4 Trainees will assess the effectiveness of an existing program for specific MCH population groups Objective 1.5 Trainees will know the history and current structure of the key MCH programs serving women, families and children Objective 1.6 Trainees will know the core values and strategic objectives that necessitate a special focus on the MCH populations. These core values and strategic objectives include a focus on prevention, individuals and populations, cultural competence, familycentered and community-based systems of services, elimination of health disparities, and evidence-based practice Objective 1.7 Trainees will know the services available through major MCH programs and their limitations and gaps Objective 1.8 Trainees will know the underlying principles of public health and population data collection and analysis and the strengths, limitations, and utility of such data Objective 1.9 Trainees will know how programs that focus on particular populations or communities and those that focus on delivery of individual health services work synergistically to improve the health of the Nation Competency 2 Self-reflection Objective 2.1 Trainees will know the value of self-reflection in understanding personal beliefs, styles of communication, and life experiences Objective 2.2 Trainees will know the impact of beliefs and past experiences on negotiation and leadership styles Objective 2.3 Trainees will know the characteristics and utility of different leadership styles

Objective 2.4 Trainees will know sources of personal reward and rejuvenation and signs of stress and fatigue Objective 2.5 Trainees will recognize that personal attitudes, beliefs, and experiences (successes and failures) influence one s leadership style Objective 2.6 Trainees will use self-reflection techniques effectively to enhance program development, scholarship and interpersonal relationships Objective 2.7 Trainees will identify a framework for productive feedback from peers and mentors Competency 3 Ethics & Professionalism Objective 3.1 Trainees will know the principles, values, and ethical behaviors such as beneficence, non-maleficence, truthfulness, justice, and respect for autonomy that underlie professional conduct with in the health care system Objective 3.2 Trainees will know the ethical and legal principles of public health and clinical practice Objective 3.3 Trainees will know his or her professional association s code of ethics Objective 3.4 Trainees will know institutional review board processes and criteria for ensuring ethical study design and informed consent as they relate to human subjects research and translation of research to practice Objective 3.5 Trainees will identify and address ethical issues in patient care, human subjects research, and public health theory and practice Objective 3.6 Trainees will describe the ethical implications of health disparities within MCH populations Objective 3.7 Trainees will interact with others and solve problems in an ethical manner Objective 3.8 Trainees will identify ethical dilemmas and issues that affect MCH population groups and initiate and act as catalyst for the discussion of these dilemmas and issues Objective 3.9 Trainees will consider the culture and values of communities in the development of polices, programs, and practices that may affect them Objective 3.10 Trainees will describe the ethical implications of health disparities within MCH populations and propose strategies to address them

Competency 4 Critical Thinking Objective 4.1 Trainees will know the cognitive hierarchy of critical thinking: knowledge, comprehension, application, analysis, syntheses, and evaluation Objective 4.2 Trainees will know basic statistics and epidemiology, qualitative and quantitative research, systematic reviews, and meta-analyses Objective 4.3 Trainees will know the levels of evidence used in the guidelines of the U.S. Preventive Health Services Task Force Objective 4.4 Trainees will use population data to assist in determining the needs of a population for the purposes of designing programs, formulating policy, and conducting research or training Objective 4.5 Trainees will formulate a focused and important practice, research or policy question Objective 4.6 Trainees will apply important evidence-based practice guidelines and policies in their field Objective 4.7 Trainees will identify practices and policies that are not evidence-based but are of sufficient promise that they can be used in situations where actions are needed Objective 4.8 Trainees will translate research findings to meet the needs of different audiences Objective 4.9 Trainees will discuss various strategies, including supportive evidence, for the implementation of a policy Competency 5. Communication Objective 5.1 Trainees will know principles of communication for all three communication modalities verbal, written, and nonverbal Objective 5.2 Trainees will know challenges to communication, such as contextual mediators, literacy levels, cultural meanings, professional terms, and acronyms; and approaches to overcome those challenges Objective 5.3 Trainees will know the MCH vocabulary (for example, acronyms and terms specific to the MCH field) to express and understand information Objective 5.4 Trainees will share thoughts, ideas, and feelings effectively in discussions, meetings, and presentations with diverse individuals and groups Objective 5.5 Trainees will write clearly and effectively to express information about issues and services that affect MCH population groups

Objective 5.6 Trainees will understand nonverbal communication cues in self and others Objective 5.7 Trainees will listen attentively and actively Objective 5.8 Trainees will tailor information for the intended audience(s) (consumers, policymakers, clinical, public, etc.) by using appropriate communication modalities (verbal, written, nonverbal) Objective 5.9 Trainees will demonstrate the ability to communicate clearly through effective presentations and written scholarship about MCH populations, issues, and/or services Objective 5.10 Trainees will articulate a shared vision for improved health status of MCH populations Objective 5.11 Trainees will employ a repertoire of communication skills that includes disseminating information in a crisis, explaining health risks, and relaying difficult news Objective 5.12 Trainees will refine active listening skills to understand and evaluate the information shared by others Objective 5.13 Trainees will craft a convincing MCH story designed to motivate constituents and policymakers to take action Competency Negotiation and Conflict Objective 6.1 Trainees will know characteristics of conflict and how conflict is manifested in organizational contexts Objective 6.2 Trainees will know sources of potential conflict in an interdisciplinary setting. These could include the differences in terminology and cultures among disciplines and the relationships between mentors and students Objective 6.3 Trainees will know the theories pertaining to conflict management and negotiation among groups with conflicting interests Objective 6.4 Trainees will know the strategies and techniques useful in successful negotiation Objective 6.5 Trainees will apply strategies and techniques of effective negotiation and evaluate the impact of personal communication and negotiation style on outcomes Objective 6.6 Trainees will demonstrate the ability to manage conflict in a constructive manner

Competency 7. Cultural Competency Objective 7.1 Trainees will know the influence of personal biases and assumptions on individual and organizational behavior Objective 7.2 Trainees will know how cultural, ethnic, and socioeconomic factors influence the access to health care services Objective 7.3 Trainees will know the impact of culturally competent health care practices on individuals access to health services, participation in health promotion and prevention programs, adherence to treatment plans, and overall health outcomes Objective 7.4 Trainees will conduct personal and organizational self-assessments regarding cultural competence Objective 7.5 Trainees will assess strengths of individuals and communities and respond appropriately to their needs based on sensitivity to and respect for their diverse cultural and ethnic backgrounds and socioeconomic status Objective 7.6 Trainees will suggest modifications of health services to meet the specific needs of a group or family, community, and/or population Objective 7.7 Trainees will employ strategies to assure culturally-sensitive public health and health service delivery systems Objective 7.8 Trainees will integrate cultural competency into programs, research, scholarship, and policies Competency 8. Family Centered Care Objective 8.1 Trainees will know the definition of family-centered care and the origin of the family-centered care perspective. Objective 8.2 Trainees will know at least one example of the principles of family-centered care in MCH policies, programs, or clinical practice (e.g., a medical home model of primary care). Objective 8.3 Trainees will solicit and use family input in a meaningful way in the design or delivery of clinical services, program planning, and evaluation Objective 8.4 Trainees will operationalize the family-centered care philosophical constructs (e.g., families and professionals share decision making; professionals use a strengths-based approach when working with families) and use these constructs to critique and strengthen practices, programs, or policies that affect MCH population groups. Objective 8.5 Trainees will ensure that family perspectives play a pivotal role in MCH research, clinical practice, programs, or policy (e.g., in community needs assessments, processes to establish priorities for new initiatives or research agendas, or the development of clinical guidelines).

Objective 8.6 Trainees will assist primary care providers, organizations, and/or health plans to develop, implement, and/or evaluate models of family-centered care. Objective 8.7 Trainees will incorporate family-centered and medical home models of health care delivery into health professions and continuing education curricula and assess the effect of this training on professional skills, health programs, or policies. Competency 9. Developing Others Through Teaching and Mentoring Objective 9.1 Trainees will know a variety of teaching strategies appropriate to the goals and context of the session. Objective 9.2 Trainees will know principles of adult learning. Objective 9.3 Trainees will know characteristics of a positive mentoring relationship, including confidentiality, mutuality of purpose, and trust. Objective 9.4 Trainees will know responsibilities of both parties in the mentor-protégé relationship. Objective 9.5 Trainees will recognize and create learning opportunities for others. Objective 9.6 Trainees will participate in a mutually beneficial mentoring relationship. Objective 9.7 Trainees will teach audiences of different sizes, backgrounds, and settings. Objective 9.8 Trainees will incorporate feedback from learners to evaluate teaching effectiveness. Objective 9.9 Trainees will give and receive constructive feedback about behaviors and performance. Competency 10. Interdisciplinary Team Building Objective 10.1 Trainees will know team building concepts: stages of team development, practices that enhance teamwork, managing team dynamics Objective 10.2 Trainees will know various approaches to practice (evolution from multidisciplinary to interdisciplinary to transdisciplinary practice) Objective 10.3 Trainees will know the roles and competencies of individual disciplines Objective 10.4 Trainees will identify and assemble team members appropriate to a given task (e.g., research question, program, curriculum, clinical care issue) Objective 10.5 Trainees will develop and articulate shared vision, roles and responsibilities Objective 10.6 Trainees will facilitate group processes for team-based decisions (e.g., foster collaboration and cooperation)

Objective 10.7 Trainees will value and honor diverse perspectives (e.g., discipline, ethnic, cultural, economic) of team members Objective 10.8 Trainees will identify forces that influence team dynamics Objective 10.9 Trainees will enhance team functioning, redirect team dynamics, and achieve a shared vision Objective 10.10 Trainees will share leadership based on appropriate use of team member strengths in accomplishing activities and managing challenges for the team Objective 10.11 Trainees will use knowledge of disciplinary competencies and roles to improve teaching, research, advocacy, and systems of care Objective 10.12 Trainees will use shared outcomes to promote team synergy Competency 11. Working with Communities and Systems Objective 11.1 Trainees will know basic features and issues of health care systems and health economics Objective 11.2 Trainees will know relationships between the mission, vision, and goals of an organization to its strategic planning, operations, and the community to which it belongs Objective 11.3 Trainees will know basic business and administrative principles related to planning, funding, budgeting, staffing, managing, evaluating, and representing health care systems and organizations Objective 11.4 Trainees will know principles of building constituencies and collaborations in communities and among organizations Objective 11.5 Trainees will know principles of systems-thinking that describe the hierarchy of systems Objective 11.6 Trainees will participate in basic strategic planning processes such as developing a mission, vision, strategic goals, and activities Objective 11.7 Trainees will develop agendas and lead meetings effectively Objective 11.8 Trainees will identify community stakeholders and their extent of engagement in the collaboration process Objective 11.9 Trainees will interpret situations systemically; i.e., identifying both the whole situation and the dynamic interplay among its parts Objective 11.10 Trainees will assess the environment to determine goals and objectives for a new or continuing program, list factors that facilitate or impede implementation, develop priorities, and establish a timeline for implementation Objective 11.11 Trainees will manage a project effectively and efficiently including planning, implementing, delegating and sharing responsibility, staffing, and evaluation

Objective 11.12 Trainees will translate mission and vision statements for different audiences, understanding their different cultures, perspectives, and use of language Objective 11.13 Trainees will use negotiation and conflict resolution strategies with stakeholders when appropriate Objective 11.14 Trainees will maintain a strong stakeholder group with broad based involvement in an environment of trust and use an open process 12. Policy and Advocacy Objective 12.1 Trainees will know public policy process at local, State, and national levels Objective 12.2 Trainees will know current public-sector policies and private-sector initiatives that affect MCH population groups Objective 12.3 Trainees will know appropriate methods for informing and educating policymakers about the needs of and impacts of current policies on MCH population groups Objective 12.4 Trainees will frame problems based on key data, including economic, political, and social trends that affect the MCH population Objective 12.5 Trainees will use data, levels of evidence, and evaluative criteria in proposing policy change Objective 12.6 Trainees will identify a wide range of stakeholders who influence changes in MCH policy Objective 12.7 Trainees will apply appropriate evaluative criteria to the analysis of alternative policies Objective 12.8 Trainees will analyze the potential impact of policies on diverse population groups Objective 12.9 Trainees will understand the roles and relationships of groups involved in the public policy development and implementation process, including the executive, legislative, and judicial branches of government at all levels and interest groups Objective 12.10 Trainees will formulate strategies to balance the interests of diverse stakeholders, consistent with desired policy change Objective 12.11 Trainees will present evidence and information to a legislative body, key decision makers, foundations, or the general public

F. Instructional Methods To achieve the leadership competencies, specially designed seminars, clinical experiences, research experiences, and leadership activities are provided for trainees. The focus of these experiences is to enable trainees to successfully master Leadership Competencies in the areas of Guiding Principles and Values, Interdisciplinary Practice, System Development, and Research. The core didactic, clinical, research, and leadership activities have been carefully designed to ensure that the interdisciplinary process is effectively demonstrated and practiced. In each of these activities, faculty and trainee involvement is specified. In general, the Interdisciplinary Traineeship program will consist of the following: Didactic Component (Min 100 hours) Interdisciplinary seminars covering a variety of topics per semester 1 hour prep for each seminar Interdisciplinary Practice Component (Min 50 Hours) Four mandatory Interdisciplinary Clinical experiences per semester Family Mentor Experience Include preparation time, travel, and debrief Research Component (Min 50 hours) Leadership Component (Min 50 hours) Variation in the distribution of hours per program component is expected. The minimum number of hours required for each component equals 250 of the 300+ hours required to complete the long-term traineeship. Each of these activities addresses specific core competencies and provides the foundation for a rich variety of leadership opportunities. All seminars are scheduled for Friday afternoons. Trainees must attend all Solution Focused Learning (SFL) seminars. Trainees are permitted one absence of non-sfl seminar per semester (with prior approval of their Discipline Coordinator) but must observe video and make up the material missed. To achieve the full 300 hours, trainees will need to complete an additional 50 hours spread across the three nonseminar components (i.e., interdisciplinary practice, research, and leadership). Each trainee s ITP will provide a justification for how the hours are distributed and documentation of the hours. Faculty members from all disciplines have designated Friday as the primary weekly time used for seminars, planning meetings and individual consultation with trainees.

1. Content Seminars Seminars will be held on specified Friday afternoons from 1 p.m. to 5 p.m. for two semesters (see p 20 for schedule). Seminars will be presented by faculty and trainees of the University of Arkansas for Medical Sciences, University of Central Arkansas, Arkansas State University, Louisiana State University Health Sciences Center, University of New Orleans, and University of Southern Mississippi and will include topics that are specific to family learning issues, local and national topics, leadership activities, research activities, and clinical experiences. All trainees are expected to attend all Friday afternoon seminars. 2. Family Interviews (SFL) Family Interview sessions will incorporate solution-focused learning techniques, where Teaching Families present their real-life challenges and issues to trainees. The trainees seek to understand the challenges, explore underlying issues, and find solutions that address the challenges on an individual, community, or societal level. Faculty members guide trainees as they identify their individual learning objectives and engage in self-directed learning, sharing their findings with the other trainees. By using compressed video of the Arkansas Distance Learning Network and the LSU Health Sciences Center, trainees and health practitioners participate in classes on special topics at distant sites throughout Arkansas and Louisiana. 3. Trainee Research Experience The research experience will be facilitated by the discipline coordinator and the HDCIT/LEND coordinator. HDCIT/LEND trainees may choose to design or conduct an original project or they may participate in ongoing projects of mentoring faculty, if their mentoring faculty member has a project that can incorporate an interdisciplinary component. Trainees who choose to participate in ongoing faculty research will be paired with a faculty member or researcher and will perform designated tasks related to the project. Trainees may be involved in a variety of aspects of the research endeavor, as negotiated between the mentoring faculty member and the HDCIT/LEND Interdisciplinary Training Committee faculty as a whole. 4. Clinical Interdisciplinary Experiences Each trainee participates in interdisciplinary clinical activities to gain skills in interdisciplinary teaming and the provision of family-centered health care and educational services to children with neurodevelopmental and other related disabilities. Each trainee is expected to be an integral member of interdisciplinary teams in at least two sites each semester. At sites where a HDCIT/LEND faculty member does not serve as the clinical director, written agreements have

been established to ensure that trainees receive appropriate interdisciplinary experiences. HDCIT/LEND faculty members assigned to that clinic are responsible for assisting the trainees in achieving the competencies outlined on the ITP. 5. Leadership Projects: Public Policy, Administration and Organizational Change As an additional means of facilitating the development of leadership skills through active participation in the broad public health arena, a number of experiences and activities will be available for trainees. Each trainee selects an area of emphasis and utilizes this opportunity to contribute to the state Title V Program or a community agency through one or more ongoing processes including advocacy, public policy formulation, legislation, rule making, financing, community needs assessment, program planning and evaluation, standards of care, budgeting, program administration or consultation. Trainees present the results of their projects and their individual learning to the other trainees and faculty members at the conclusion of the spring semester.

EXPECTATIONS OF LONG-TERM TRAINEES 2012-13 INDIVIDUALIZED TRAINING PLANS Long-term Trainees will complete an individualized training plan by October 5, 2012 for the fall semester and by February 8, 2013 for the spring semester. These plans may be updated/modified throughout the semester as needed. FAMILY MENTOR EXPERIENCE The purpose of the FME is for trainees to increase their appreciation and understanding of what it is like to have a family member with special needs. This experience provides trainees with the opportunity to learn directly from a family. It occurs through interactions and the building of a relationship with a particular child with special needs and his or her family in their home and community. The family serves as mentor to the trainee in this important process. This mentoring relationship is distinct from a purely social or professional relationship, although it contains elements of both. Trainees will share in regularly scheduled experiences with their mentor family that will enhance their sensitivity to the strengths, concerns, joys, and challenges of raising a child with special needs. In addition, through a variety of shared experiences with the family in their community, trainees will learn about social, environmental, medical, health and service system issues, and the responsiveness of those systems, from the family s perspective. Trainees will share and process what they are learning with their colleagues and faculty in the training program through required trainee assignments. DIDACTIC PRESENTATIONS Trainees will attend and participate fully in all Solution-Focused Learning (SFL) activities. Trainees may miss one non-sfl session per semester (with prior approval of their Discipline Coordinator) but will be required to view video of the session missed and will be responsible for completing all activities (e.g., their self-directed learning and discussing it with his/her tutorial group). Notification must be given no later than 9 am of the day of the seminar in order to allow time to make arrangements for videotaping. RESEARCH All trainees will participate in a research project. HDCIT/LEND trainees may choose to design or conduct an original project or they may participate in ongoing projects of mentoring faculty. Trainees will discuss progress and barriers to their research project with their Discipline Coordinator during weekly meetings and may request additional assistance or support from the HDCIT/LEND coordinator or other faculty. CLINICAL Trainees will be a part of interdisciplinary teams for interdisciplinary experiences, clinical assessments, and interventions. Clinical experiences will be selected in consultation with the Discipline Coordinator and will be documented in the trainee s ITP.

LEADERSHIP Trainees will conduct a leadership project during the course of the two semesters of the training. Trainees will discuss progress and barriers to their research project with their Discipline Coordinator during weekly meetings and may request additional assistance or support from the HDCIT/LEND coordinator or other faculty. EVALUATION Each trainee will participate in evaluations that are a part of the Solution-Focused Learning classes. Over the course of each semester, each trainee will also ask a faculty member (other than the trainee s Discipline Coordinator) to evaluate his or her interactions with a family and discuss those evaluations with their Discipline Coordinator. One evaluation also will be performed by the trainee s Discipline Coordinator. THE TOTAL NUMBER OF HOURS FOR A LONG-TERM TRAINEE WILL BE 300 PER YEAR. (This encompasses solution-focused learning, research seminars, clinical activities, leadership projects, reading and internet searching, preparation, meeting with other trainees or faculty, and when required, driving time.). Trainees are strongly encouraged to maintain a log indicating the date, purpose, and time devoted to HDCIT/LEND activities.

Louisiana State University Health Sciences Center Human Development Center Individualized Training Program (ITP) Certificate/Emphasis-Developmental Disabilities Name Address Academic Major Date Submitted Date Completed Phone (h) Univ. Dept. (w) Status: Graduate/Post-Graduate/Family/Self-Advocate Level of Achievement Desired: 300+ hours Specialist/Experiential (MCH Trainees) Discipline Coordinator Dept. ITP Approved By: Discipline Coordinator Date LEND Training Director Date Trainee Date ****************************************************************** Hours Per Calendar Year: 20 : Hours 20 : Hours 20 : Hours 20 : Hours

Solution Focused Learning Self-directed Learning Description of Learning Issue Competencies Addressed Date & Time Spent 27

Research Description of Activity Competencies Addressed Date & Time Spent 28

Leadership Project Description of Project Competencies Addressed Date & Time Spent 29

Clinical Experiences Clinic Site Competencies Addressed Dates & Hours 30

DOCUMENTATION OF FULFILLMENT OF CORE COMPETENCIES AND OBJECTIVES Maternal and Child Health Leadership Competencies v 3.0 1 MCH Knowledge Base/Context Date Date Date 1.1 Trainees use data to identify issues related to the health status of a particular MCH population group 1.2 Trainees describe health disparities within MCH populations and offer strategies to address them 1.3 Trainees will demonstrate the use of a systems approach to explain the interactions among individuals, groups, organizations and communities 1.4 Trainees will assess the effectiveness of an existing program for specific MCH population groups 1.5 Trainees will know the history and current structure of the key MCH programs serving women, families and children 1.6 Trainees will know the core values and strategic objectives that necessitate a special focus on the MCH populations. These core values and strategic objectives include a focus on prevention, individuals and populations, cultural competence, family-centered and community-based systems of services, elimination of health disparities, and evidence-based practice 1.7 Trainees will know the services available through major MCH programs and their limitations and gaps 1.8 Trainees will know the underlying principles of public health and population data collection and analysis and the strengths, limitations, and utility of such data 1.9 Trainees will know how programs that focus on particular populations or communities and those that focus on delivery of individual health services work synergistically to improve the health of the Nation 31

2 Self-reflection Date Date Date 2.1 Trainees will know the value of self-reflection in understanding personal beliefs, styles of communication, and life experiences 2.2 Trainees will know the impact of beliefs and past experiences on negotiation and leadership styles 2.3 Trainees will know the characteristics and utility of different leadership styles 2.4 Trainees will know sources of personal reward and rejuvenation and signs of stress and fatigue 2.5 Trainees will recognize that personal attitudes, beliefs, and experiences (successes and failures) influence one s leadership style 2.6 Trainees will use self-reflection techniques effectively to enhance program development, scholarship and interpersonal relationships 2.7 Trainees will identify a framework for productive feedback from peers and mentors 3 Ethics & Professionalism Date Date Date 3.1 Trainees will know the principles, values, and ethical behaviors such as beneficence, non-maleficence, truthfulness, justice, and respect for autonomy that underlie professional conduct with in the health care system 3.2 Trainees will know the ethical and legal principles of public health and clinical practice 3.3 Trainees will know his or her professional association s code of ethics 3.4 Trainees will know institutional review board processes and criteria for ensuring ethical study design and informed consent as they relate to human subjects research and translation of research to practice 3.5 Trainees will identify and address ethical issues in patient care, human subjects research, and public health theory and practice 3.6 Trainees will describe the ethical implications of health disparities within MCH pops 3.7 Trainees will interact with others and solve problems in an ethical manner 3.8 Trainees will identify ethical dilemmas and issues that affect MCH population groups and initiate and act as catalyst for the discussion of these dilemmas and issues 3.9 Trainees will consider the culture and values of communities in the development of polices, programs, and practices that may affect them 32