# Presentation: 276413

## Wellness & Safety 

***Wellness & Safety ***
***Development***
***Guide***
**Technical Assistance Module**

**Notes:**
Instructions to Presenter:		            	Time: 1 minute
Read the following:

I would like to welcome you here today to participate in this training on the Wellness and Safety Development Guide.

The Wellness and Safety Development Guide is a new resource developed by Job Corps to promote wellness, safety, and a positive work culture at Job Corps.

Today’s session  will cover a variety of topics related to Wellness and Safety on center. 

## Wellness & Safety Development GuideTechnical Assistance ModuleObjectives

**To know what information is in the Guide**
**To gain practical experience using the Guide**
**To understand the role that wellness and safety play in career development**

**Notes:**
Instructions to Presenter:			Time: 3 minutes
Read the following:

Let’s begin by reviewing the objectives for today.   As you become more familiar with the Guide, you will see that it contains a great deal of information.  Our goal today is not to review every topic in depth, but to touch on the highlights and help make the Guide an effective tool that helps you do your job and promote wellness and safety on center.

The objectives for today’s session are as follows:

To know what information is in the Guide
To gain practical experience using the Guide
To understand the role that wellness and safety play in career development

## Wellness & Safety Development GuideTechnical Assistance ModuleNorms

**Be present both mentally and physically**
**Seek to understand yourself and others**
**Respect others**
**Make “I” statements (speak for yourself, not for the entire group)**
**Respect time**
**Be open minded**

**Notes:**
Instructions to Presenter:			Time: 3 minutes
These are suggested norms.  Feel free to develop your own norms, or have participants generate a list of norms.

Read the following:
In order to make the best use of today’s time and ensure that we’re all on the same page, it will be helpful to have norms for today’s session.

Let’s make an effort to do the following:

 Be present both mentally and physically
 Seek to understand yourself and others
 Respect others
 Make “I” statements (speak for yourself, not for the entire group)
 Respect time
 Be open minded

Do these seem OK to you?  Are there any additional norms that you feel will help us today?

## Wellness & Safety Development Guide  Technical Assistance Module Agenda

**I. ****Overview  of why the Guide was developed**
**II. Link with CDSS**
**III.  Wellness Model**
**IV. How to Use the Guide**
**V. Next Steps (Action Planning)**

**Notes:**
Instructions to Presenter:			Time: 3 minutes
Read the following:

Today’s session is divided into 6 sections:

I.  We’re going to start out with an overview of why Job Corps felt it was important to develop the Wellness and Safety Guide.

II. The Guide was designed to support the Career Development Services System, so  we’ll discuss how the Guide links with career development on this center.

III.  An important component of the Guide is that it promotes a Wellness Model, taking into account a student’s physical, social, occupational, intellectual, and emotional well being, so we’ll explore ways that all staff can promote wellness.

IV.  After reviewing the philosophy behind the Guide, you’ll learn how to use the Guide and gain some hands on experience exploring some topics that are relevant to your center.

V.  The last session will be an action planning activity where you will develop ideas and a plan on  how to  use the information in the Guide to promote wellness and safety on center.

## Why was the Wellness & Safety Development Guide Created? 

**Findings from 1999 Safety & Security Study  **
**Student satisfaction survey results**
**Part of ongoing nation-wide effort to improve the quality of services provided to Job Corps Students**
**Effective way to reach **_**all**_** center staff**

**Notes:**
Instructions to Presenter:			Time: 3 minutes
Read the following:

Why was the Wellness and Safety Development Guide created?  A variety of factors contributed to the need for such a resource:

In a 1999 research study on Safety and Security at Job Corps centers,  the researchers’ findings suggest that safety and security issues affect a student’s ability to succeed in the program.  Specifically, when students’ safety and security needs are not addressed, they may not benefit from career development services at Job Corps.

Current student satisfaction survey results indicate that  22% of Job Corps students nationally have thought about leaving Job Corps because of a personal safety concern.

The Wellness & Safety Development Guide is part of an ongoing nation-wide effort  to improve the quality of services provided to Job Corps students.

Job Corps  felt that a resource Guide would be an effective way to reach all center staff.

## Why is the Wellness & Safety Development Guide Important to Me and My Center?

**Use of the Guide Can Help:**
**Reduce the number of Significant Incidents on center**
**Improve 60 day retention rates and completion rates**
**Equip staff with additional strategies to support students **
**Promote wellness, safety, and a positive work culture on center**
**Provide your center with an additional tool to promote CDSS**

**Notes:**
Instructions to Presenter:			Time: 5 minutes Read the following:

Why is the Wellness & Safety Development Guide important to our center?

Use of the Guide can help:

 Reduce the number of Significant Incidents.  Most of you probably have experience with Significant Incidents and know that this is something centers work hard to prevent.  For anyone unfamiliar with the term, Significant Incidents are serious events, that involve students, staff,  or  the Job Corps facility.  The Policy Requirements Handbook (PRH)  has specific protocols that centers need to follow in the event of a Significant Incident.  Examples of events that would fit into the Significant Incident category include sexual assault,  death, and drug-related incidents.   When Significant Incidents occur, centers are required to submit a Significant Incident Report (SIR) to the Regional and National Offices.  Significant Incidents often lead to inquiries from parents of students, elected officials, Department of Labor officials, and the media.

 In addition, the Guide can help Improve 60 day retention rates and completion rates
 Equip staff with additional strategies to support students 
 Promote wellness, safety, and a positive work culture on center
 Provide your center with additional tool to promote CDSS

## How Was the Wellness & Safety Guide Developed?

**12-Member Workgroup Comprised of Center Staff, Corporate Staff, and Center Mental Health Consultant**
**Job Corps Wellness & Safety Team **
**Adapted from *****Intervention Strategies***

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

How was the Wellness and Safety Guide developed?  The Guide is the result of a collaboration of many players:

Job Corps felt that it was important to include center staff in the development of the Guide.  A 12-member workgroup, comprised of center staff , corporate staff, and a Center Mental Health Consultant  was formed, and this panel served as an advisory group to Job Corps.  This panel recommended what to include in the Guide.

The Wellness & Safety Team at Job Corps provided technical assistance and oversaw the development of the Guide.

The Job Corps Wellness & Safety team found the format and content of the book Intervention Strategies very useful, and contracted the author, Dr. Jeff Gottlieb, Center Mental Health Consultant for Hubert H. Humphrey Job Corps, to serve as the lead author for the Wellness and Safety Development Guide. 

## Snapshot of NationalJob Corps StatisticsRelated to Wellness and Safety

**During Calendar Year 2000, there were:**
**2,764 Total Significant Incident Reports (SIRS)**
_**Most prevalent SIRS**_**:**
** ****1,124 ZT Separations**
** ****540 Physical Assaults**
** ****646 Medical Accidents and Injuries**
** ****394 Medical Separations**
**(44% Mental Health Related)**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

Job Corps tracks a variety of data from all Job Corps centers  related to wellness and safety. The two primary sources of data are Significant Incident Reports--SIRs, and SHIMS reports--from the Safety and Health Information Management System.  Some highlights during calendar year 2000 were:

Total Number of Job Corps SIRS  =  2,764

Out of the 2, 764 SIRS,  the most prevalent incidents included:
 1,124 ZT Separations
 540 Physical Assaults 
 646 Medical Accident and Injury Reports
 394 Medical Separations (44% were mental health related)

The information in the Wellness and Safety Development Guide is geared toward addressing the root causes of the above issues,  to prevent incidents from happening.

## Snapshot of NationalJob Corps Statistics Related to Wellness and Safety (Cont.)

**During Calendar Year 2000, there were:**
** ****10,440 Accidents, Injuries, and Illnesses**
_**Most Prevalent**_
** ****5,122 Struck by/against**
** ****3,237 Slips, trips, and falls **
** ****889 Cuts/Punctures**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

The other tool for tracking wellness and safety data is SHIMS--the Safety and Health Information Management System.  SHIMS reports track data that goes beyond SIRs, and the information is used by Job Corps to identify any trends and training needs.

For calendar year 2000, there were 10,440 recorded accidents, injuries,and illnesses on Job Corps centers. 

The most prevalent types of incidents included:
 5,122 Struck by/against
 3,237 Slips, trips, and falls &
 889 Cuts/Punctures

Again,  this guide is geared toward addressing the root causes of the above incidents that make up the SHIMS  report.

## Link With CDSS

**What Role do Wellness and Safety Play in Career Development?**

**Notes:**
Instructions to Presenter:			Time: 2  minutes 
Read the following:

Now we’re going to discuss the role that wellness and safety play in career development. 

As we work with Job Corps students to prepare them to be “Workforce Ready,” we need to ensure they have the skills to stay healthy as well.  Their health should include mental, physical, emotional, intellectual, social, and occupational dimensions.

## Student’s Needs

**Social**

**Psychological**

**Anger Management**

**Financial**

**AODA**

**Housing**

**Physical**

**Arrival**

**Student’s Needs**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

Here are a few tips on how the Guide supports CDSS.  It might be helpful to look at this model of how issues have been addressed at Job Corps, particularly before CDSS.

This transparency shows the needs that our students enter the program with.  Do they look familiar?  The wonderful part is that these were our students’ needs 15 years ago, and they are the same needs now.

They are scattered on the page, just like in real-life on a center.  You don’t know which of these needs will be most important for a particular student.

Of course, scattered or not, we have  to respond to these needs.

## Center Resources

**SST**

**PRH**

**Training**

**Residential**

**Health & Wellness Center**

**Security**

**Mental Health**

**STW**

**Recreation**

**Counseling**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 

Read the following:

Over the years, we have used various resources.  Some are more recent.  Many are old “stand-bys,” in other words, they are the  resources we have used successfully for years.

Some of the resources on this sheet are used quite heavily in the Guide.  But, you can see, just like the students’ needs were scattered,  a center might not use its resources in an organized  fashion.

In other words, they are great resources, but how can they be pulled together?

CDSS pulls them together.

## Pulling it All Together

**CDSS**

**SST**

**Wellness & Safety Guide**

**Vocations**

**Staff Creativity & Commitment**

**Community**

**Academics**

**Center Standards**

**Security**

**Health & Wellness**

**Residential**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 

Read the following:

We can think of CDSS as the focus, the center, or the glue that holds it all together.  No matter how you think of it, CDSS is IT.

Job Corps = Career Development Services System.  CDSS is not a program or an add-on--it is Job Corps and it encompasses all the training and support services that help students with their career preparation, development and transition into the workforce.

This transparency lists just a few of the key supporters of CDSS.  You can see the Wellness & Safety Development Guide as one key player, since wellness and safety resources are critically important.

## Health Model

**&**
**Wellness Model**

** ****Wait for symptoms and**
**   ****illness to  arise--perhaps **
**   ****even reach a crisis****   before taking action**

**Under the Health Model...**

**Notes:**
Instructions to Presenter:				Time: 3 minutes 
Read the following:

Let’s talk now about a Health Model vs. a Wellness Model.  

Most of use are probably more familiar with the Health Model.

Under the Health Model:
Being healthy means there is an absence of disease.

The Health Model often encourages waiting for symptoms and illness to arise--perhaps even reach a crisis before taking action.

For example, if a student is not in critical pain and can still make it to class, a Health Model might suggest that you “wait and see” if the student’s condition becomes worse before taking action.

## Health Model

**&**
** ****Wellness Model**

**Under the Wellness Model...**

**Physical**
**Intellectual**
**Occupational**
**Emotional**
**Social**

**Multiple Dimensions of Individual Looked at**

** ****Emphasizes prevention **
** ****rather than waiting to react **
** ****to disease**

**Notes:**
Instructions to Presenter:				Time: 5 minutes 
Read the following:

Wellness, on the other hand, is more than the absence of disease.  Wellness is a lifelong process of being aware of and making lifestyle choices that bring out a fuller, more enjoyable state of being.  The Wellness Model  values the  multiple dimensions of the individual and emphasizes prevention rather than waiting to react to a disease.

Under the Wellness Model:
Wellness is a process in which a student can grow: Physically, Intellectually, Occupationally, Emotionally, and Socially.  You, or a student, can continue to put time and energy into different dimensions of wellness throughout your life.  Sometimes, you might emphasize one area of wellness over another, depending on your needs at the time.  For example, if you are not feeling well, you might put energy into physical wellness (seeing a doctor, exercising, eating/sleeping better). 

At Job Corps, we especially encourage students to emphasize their occupational wellness,  by staying healthy and safe during career development and maintaining good health and safety  when they transition into the workplace.

However, we cannot focus on just occupational wellness and ignore the others.  They interact.  If a student is very depressed, that student will struggle to make progress at Job Corps.  If there is a serious illness left untreated, that student, upon graduation, may have trouble holding a job.

Let’s look at how the dimensions might interact.

## Wellness Circles

**PHYSICAL**

**OCCUPATIONAL**

**EMOTIONAL**

**INTELLECTUAL**

**SOCIAL**

**(Career Development****)**

**Notes:**
Instructions to Presenter:				Time: 8 minutes 
Read the following:

Wellness is holistic, looking at the total person versus focusing on only one dimension of the student.  If we focus on only one part, the student may not be prepared for long-term employability.  Let’s look at each dimension and how they interact.

Physical Wellness
How well is the student taking care of himself/herself?  Is the student sleeping well?  Is the student eating well?  What about exercise?  Is the student capable of performing the physical demands of his or her trade or job? 

Social Wellness
How well does the student get along with classmates, who might be future co-workers?  Can the student make friends and get support?  How does the student deal with authority?

Intellectual Wellness
Does the student problem-solve well?  Does the student have adequate math and reading skills?  Can the student learn new material?  Is the student capable of performing all of the intellectual demands of his/ her trade or job?

Emotional Wellness
How does the student handle his or her emotions?  Is anger a problem?  Is depression an issue?  Does the student have the skills to express emotions effectively?

Occupational Wellness
This is the sum total of physical, social, intellectual, and emotional wellness, and also includes knowledge and use of safety principles.

Looking at the transparency, you might imagine that occupational wellness is supported by physical, social, intellectual, and emotional wellness.  Take away any of these links, and overall wellness suffers.

Let’s examine social wellness, for example.  A student with good social skills is more likely to have a circle of friends, feel support, and stay committed during the first 60 days.  If that student can get along with classmates, chances are good that the student can later work well with other employees.  The student might be a great team player or might have leadership potential.  Supporting social wellness in this student builds upon occupational wellness.

## Safety

**Safety = Freedom from the**
**risk of injury or loss, both **
**physically and emotionally**

**Notes:**
Instructions to Presenter:			Time: 5 minutes 
Read the following:

We spend a great deal of time at Job Corps talking about individual student needs, or the wellness of the individual. What about the wellness of the center?

One way to promote Center Wellness is by promoting safety. The Guide - and the Guide’s title might give you a hint- places a major emphasis on safety. 
Safety is freedom from the risk of injury or loss, both physical and emotional.

Looking at the Dimensions of Wellness again, you can see where safety might play a key role.

If our students do not feel physically safe, they will have be less successful on center.

If our students do not feel emotionally safe, they will have be less successful on center.

If our students aren’t safe in their trades or occupations, well, we’ll be hearing about it...

Let’s try an activity to think about the role of safety as it relates to wellness.

##            Paradigm Shift

**Waiting For**
**a Crisis**
** ****to Happen**

**Taking Steps to**
**Prevent a Crisis **
**From Happening**

**From****	****	****              To**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

The Wellness & Safety Development Guide encourages us to shift from waiting for a crisis to happen and responding frantically, to prevention.

Throughout the Guide, there will be many suggestions of what staff can do in response to a little problem.  They may not seem like very critical problems, and the suggestions are very simple.

But time and time again, in reviewing a Significant Incident or crisis which occurs at Job Corps, we can almost always identify windows of opportunity when a single step would have gone a long way to prevent a problem from becoming a crisis or incident.

Let’s look at two situations and identify what might have been done to change the outcome.

## A (Preventable) Behavior Crisis“The Story of Pat”

- (Instructor)
- “*Pat has made *
*no progress”*

- (Another Student)
*“**Pat shoved*
*me”*

- Pat assaults
- another student

- (R.A.)
*“**Pat was *
*disruptive*
*in the dorm”*

- (Counselor)
*“**Pat cussed me out”*

**A**

**B**

**C**

**D**

**Notes:**
Instructions to Presenter:			Time: 10 minutes 
Read the following:
Let’s look at the “Story of Pat.”  Read out loud the contents of boxes A-D to participants.

If you change the name, or change some of the details, this situation seems to come up almost every few months, doesn’t it--Maybe monthly--You be the judge.

The Guide encourages you to focus on prevention.  With that in mind:
What could have been done at point A to prevent further problems?

Note to Presenter:  Get suggestions from the group.  Some possible answers include:  find out what can help the student academically, get a tutor, consider a vocation change.

What could have been done at point B to prevent further problems?  
Note to Presenter:  Get suggestions from the group
What could have been done at point C to prevent further problems?

Note to Presenter:  Some possible answers include:  individual intervention, referral to CMHC for assessment, CSO contract, anger management.

What could have been done at point D to prevent further problems?
Some answers include:  possible separation, therapy by CMHC or off-center, possible leave of absence to address problems.

You can see that there are steps you can take to keep a situation from becoming a crisis or Significant Incident.  Let’s try another one.

##        A (Preventable) Safety Incident “A Stupid Light Fixture”

- Outside light
- fixture stops
- working

- Student falls
- into a hole,
- sustains an
- injury

- Repair
- order
- filed

- Order
- delayed due
- to holiday/
- break

- Written
-  repair order
- one week
- late

**A**

**B**

**C**

**D**

**E**

**Notes:**
Instructions to Presenter:			Time: 5 minutes 
Read the following:
Here’s the story of “A Stupid Light Fixture.” 

Read out loud the content of all the boxes, starting at the beginning.

Ask the group the following:
What could have been done at Point A to prevent this problem from happening?
What could you have done to address the problem at Point B, C, and D?
Note to Presenter:  Possible answers include:  report it immediately, write order if necessary, get it fixed, caution staff and students)

In short, if you notice a safety issue on center, take steps to keep it from growing into a larger problem.

What about point E?  What could be done to prevent incidents like this in the future?  
Note to Presenter Possible answers include:  staff training, getting paperwork done right away (i.e, the repair order).

We all play a role in encouraging staff to become invested in safety.

##      How to Use the GuideGot a problem?    See a problem bubblingto the surface?

**Student?**

**Staff?**

**Safety?**

**Health?**

**     ****Zero**
**Tolerance?**

**Illness?**

**Notes:**
Instructions to Presenter:			Time: 2 minutes
Read the following:

Now that we know what the Guide is designed to do, let’s talk about how to use the Guide.

Keep in mind that the Guide is designed to be a tool for all staff to use, to help deal with problems as they arise, as well as prevent problems from happening.

## What’s in the Guide?

**Career Preparation Period**
**Anger & Abuse**
**Emotional Issues**
**Relationships with Others**
**Pushing the Limits**
**Over the Limits**

**Health & Physical Concerns**
**Staff Stuff**
**Safety & Security**
**Communicable Diseases**
**Resources**
**Appendix**
**Index**

**Notes:**
Instructions to Presenter:			Time: 2  minutes 
Read the following:

Here’s a bare bones view of the different sections in the Guide.  We will be looking at each section, one at a time, so that you can become familiar with the topics and material within each section.

## Table of Contents

**Notes:**
Instructions to Presenter:			Time: 2 minutes 
Read the following:

Each of you have a copy of the Guide.  Please turn to the Table of Contents on page Roman numeral iii at the front of the Guide so you can get the big picture.

The different sections in the Guide include psychological, social, and emotional issues for students, as well as staff concerns, safety issues, and health issues.

Let’s check them out.   We’ll start with the “Career Preparation Period” section.

## Career Preparation Period

**Pre-Arrival Issues**
**Arrival Needs**
**Adjustment to Center**
**Safety Fears**
**Culture Shock**
**Sexual Orientation Issues**

**Notes:**
Instructions to Presenter:			Time: 2 minutes 

Read the following:
Career Preparation issues are most likely to appear within the first 60 days.  Earlier, we spoke about how critical these two months are.

Since these problems come up time and time again during the first two months, you’re encouraged to pull the Guide out frequently when new students are struggling.  And maybe even before they are struggling.

## Psychological/Interpersonal Issues for Students

_**Anger & Abuse**_
**Abusive Relationships**
**Anger**
**History of Trauma/Abuse**
**Personality Conflict**
**Prejudice from Others**
**Prejudice Toward Others**
**Recent Victim of Trauma**
**Sexual Assault/Battery/Misconduct**

_**Emotional Issues**_
**Depressed Mood**
**Low Self-Esteem**
**Manic Behavior**
**Social Isolation/**
**      ****Withdrawal**
**Suicidal Risk**
**Extreme**
**      ****Distrust**

_**Relationships with Others**_
**Death of a loved one**
**Death of a Student**
**Ended Relationship**
**Excessive Staff Contact**
**Family Support Issues**
**Lack of Support Group**
**Multiple Sexual Relationships**
**Personality Conflict - Staff**
**Preoccupation with Others**
**Roommate Problems**

**Notes:**
Instructions to Presenter:			Time: 2 minutes 
Read the following:

Anger & Abuse, Emotional Issues, and Relationships with Others each describe psychological or interpersonal issues for our students. 

A whole section on Anger?  Absolutely.  Several topics which address the depressed student?  The Guide encourages you to notice early warning signs and take appropriate action:  Prevention, Prevention, Prevention.

## Pushing the Limits &Over the Limits

_**Pushing the Limits**_
**Accountability/Attendance Issues**
**Classroom Disruption**
**Consistent Rule-Breaking**
**Criminal Charges**
**Disruptive Behavior in the Dorm**
**Theft**
**Vandalism**

_**Over the Limits**_
**   ****Chemical Dependency Issues**
**   ****Drug-Related Incidents**
**   ****Extortion & Loan Sharking**
**   ****Gang Related Issues**
**   ****Sudden Separation**
**   ****Weapons**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 

Read the following:
Here’s another advertisement for prevention vs. crisis:  Responding to the topics and behaviors in “Pushing the Limits” can help prevent many Significant Incidents.  The Guide places an emphasis on taking steps to keep these situations from becoming emergencies.

“Over the Limits” includes topics in which someone has stepped over the line.  Maybe a crisis has already started.  However, by being familiar with the topics in “Over the Limits” you can take steps to bring a crisis to an end, or, in simpler terms, you can learn to avoid throwing gasoline on a fire.

## Health & Physical Concerns

**Eating Disorder**
**Excessive Activity**
**Physical Problems/Medical Incidents**
**Poor Self-Care/Hygiene**
**Self-Harm**
**Sexually Transmitted Infections**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 

Read the following:
With the “Health & Physical Concerns” section, these topics generally focus on health problems which are either:

Caused by psychological  problems OR
For which there may be some psychological intervention which can help the student cope with the situation.

While most of the topics include a problem which the Health and Wellness Center needs to address, most of the problems are usually first spotted by other staff, including instructors, food services, and RAs.  

## Staff Stuff

**Staff Anger toward Students**
**Sharing Inappropriate Information with Students**
**Fraternization with Students**
**Assault by Staff**
**Death of a Staff Member**
**Staff Burnout**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Leave screen blank until you are prompted to display slide.

Read the following:
Some of the issues we see on center have more to do with staff than students.

What are some of the issues that staff deal with on center that you feel belong in this Guide?

Give staff time to generate up to 10 issues.

This section allows staff to look at their own behavior.  It gives ideas for dealing with staff anger.  The “Sharing Inappropriate Information” and “Fraternization” topics help staff keep good boundaries with students.  “Staff Burnout”  helps staff address burnout issues, something that occurs in many organizations,  particularly when staff work with a population that has multiple needs.  

This section also addresses the painful issues of a staff assault or a staff death.

## Safety & Security

**Student Transportation Issues**
**Foodborne Illness**
**Bloodborne Pathogens**
**Lighting Problems**
**Vegetation/Landscaping Concerns**
**Fire**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 

Read the following:
“Safety and Security” issues could have been a whole book by itself.  Instead, this section provides some of the meat and potatoes for preventing major safety-related incidents on a Job Corps center.  The neat part about many of these topics is that often a very simple intervention--washing your hands with soap, changing a light bulb--can make a world of difference.  You do no need to be a safety professional or an engineer to carry out suggestions for these topics.

## Communicable Diseases

**Encephalitis****	****	****   Chlamydia**
**Meningitis****	****	****   Genital Herpes**
**Body Lice****	****	****   Gonorrhea**
**Head Lice****	****	****   HIV**
**Pubic Lice****	****	****   Syphilis**
**Scabies****	****	****   Hantavirus**
**Hepatitis A, B, C ****	****   Pulmonary Syndr.**
**Conjunctivitis****	****   Lyme Disease**
**Influenza****	****	****   Rocky Mountain**
**Tuberculosis****	****	****   Spotted Fever    **
**Rabies                          Varicella     ****	****	****	****	****   (Chicken-pox) ****	**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 

Read the following:
In an environment like Job Corps, a communicable disease can spread quickly.  And some diseases can be life-threatening, or cause a student to be unable to complete Job Corps.  We can’t prevent all illnesses, but we can take steps to intervene early.

The Guide doesn’t expect staff to be nurses and doctors--unless, of course, you are a doctor or a nurse.

## Appendices

**A.Journal**
**B. Rape & Sexual Assault**
**     ****Prevention**
**C. Problem Solving**
**D. Anger Management**
**E. Precipitants**
**F. Confidentiality**
**G. Conflict Resolution**
**H. Pros and Cons **
**I.  Relaxation Exercises**
**J. Safety Notice****	**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 

Read the following:
Please turn to the Appendices section in the back of your Guide on page 163.  There are a number of Appendices which offer activities or other  resources which you can use in helping a student dealing with a problem on center.

For example, for the topic, “Death of a Loved One,” there is a suggestion to use Appendix A “Journal.”  As you can see, there are steps in Appendix A which allow staff to teach a journal exercise to a student.  It can also be used for other problem areas,  besides “Death of a Loved One.”

For the most part, the exercises in the Appendices are very simple and can be used by a wide range of staff--these are not just for counseling or the Center Mental Health Consultant.  And, while the Guide makes suggestions for which exercises might be helpful  for a problem or topic, you will often discover that certain exercises in the Appendix will work well for other topics.

_**	**_

**Let’s Select a Topic**

_**Choose 1 of the following:**_
**Suicidal Risk**
**Foodborne Illness**
**Influenza**

**Notes:**
Instructions to Presenter:			Time: 2 minutes 
Read the following:

We’ve covered what’s in the Guide,  now we’ll do a walk through of a particular topic in the Guide.

Which topic would you like to walk through?
1.) “Suicidal Risk?” 2.) “Foodborne Illness?” or
3.) “Influenza?” 	

Note:
Allow the group to select only 1 of the 3 topics.  One topic should be sufficient for this activity, and participants will gain additional experience using the Guide in subsequent activities. After the topic is selected, proceed to the appropriate set of slides, which are numbered below.  Once the walk through is complete, proceed to PowerPoint slide 60 “Case Study.” 
 “Suicidal Risk?” 	slides 33-40 “Foodborne Illness?” 	slides 42-49 “Influenza?” 		slides 51-58

## Where in the Table of Contents Would YouStart to Look If a Student Has:

**Felt hopeless**
**Conversations which include**
**    ****the topic of death**
**Been giving away**
**	****possessions or money**
**Thought about suicide**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:
Let's do an assessment of a particular problem.  First, turn to the Table of Contents at the beginning of the Guide.
Imagine that a student has the following signs or problems as seen on the overhead.  Based on the above indicators, which topic in the Table of Contents seems most appropriate to address this issue?

ANSWER: Suicidal Risk

Let's check out the different sections of a topic by looking at the topic of ”Suicidal Risk"

## Suicidal Risk

**Key Indicators**
**What To Do**
**When To Refer**
**How To Prevent**
**Expected Outcomes**
**Notes**

**Notes:**
Instructions to Presenter:			Time: 1 minute 
Read the following:

Each topic starts with Key Indicators, and continues with the headings on the transparency.  Let’s look at the Key Indicators for Suicidal Risk.

##         Suicidal Risk

_**	**__**Key Indicators (Examples)**_
**A Student has:**
**Felt hopeless**
**Conversations which include the topic of death**
**Been giving away possessions or money**
**Thought about suicide**

**Notes:**
Instructions to Presenter:			Time: 5 minutes 
Read the following:

This section provides signals of how a certain problem may present itself.  It answers the questions, “What are some of the signs that this problem  exists?"  Some staff may refer to this section as "symptoms.”

It’s important to keep the following in mind when looking at the Key Indicators:

 No student, staff, or center needs to demonstrate all of the indicators in order for the problem to be relevant.
 In some cases a student will  meet a number of the criteria,.
 In the case of Suicidal Risk, if a student has thought about suicide, that signal or Key Indicator is enough to show that ”suicidal risk " is a problem for the student.

As staff become more familiar with the topics, they can avoid jumping to a conclusion about the nature of a problem based on just one indicator.  In the case of a student giving away money, it may be a sign of extortion rather than suicidal risk.

Another example of jumping to conclusions without knowing the topics:  If the staff section is overlooked, a staff-student incident can have a very different interpretation.  Once again, staff may need reminders to report observations rather than to make an assessment or diagnosis.

An example of an observation could be “John reports being depressed and feels that there is  no point in staying at Job Corps.  Other students have told me that he has been giving away all his possessions because he won’t need them where he is going.”  A diagnosis, on the other hand,  would be “John is suicidal.”

##    Suicidal Risk

**          **_**What to Do (Examples)**_
**Help the student identify precipitants, i.e., what led to **
**    ****suicidal feelings**
**Ask if the student has thought**
**    ****about suicide**
**Determine if the student has a plan**

**Notes:**
Instructions to Presenter:			Time: 5 minutes 
Read the following:

Let’s say you have determined that the student in all likelihood has Suicidal Risk.  You now need to take some action.  The “What to Do” section offers strategies for staff to use.
When looking through the “What to Do” section, keep the following in mind:

 The strategies range from simple activities to very sensitive interventions.
 Staff must decide which of the particular interventions are appropriate for them to use with a student or situation.
 No staff should select a strategy beyond their expertise, comfort level, or job description.  For example, most strategies which involve a student’s physical health are the domain of the Health and Wellness Center, and should not be used by other staff.
 All staff are encouraged to consult as needed with managers and supervisors on the appropriateness of “What To Do” with specific situations.
 Observe Center Operating Procedures and DOL regulations.

##       Suicidal Risk

**	****           **_**When To Refer**_
_** **_
**Always refer to the Health and Wellness Center or Security, depending on your Center’s Operating Procedures and the immediacy of the crisis**

**Notes:**
Instructions to Presenter:			Time: 5 minutes 
Read the following:

This section will help staff answer the question “When should I refer this student to other staff on center?”

Centers have different procedures for making a referral or addressing an identified problem.  An in-service training on center referral procedures might be helpful for staff to implement the suggestions in “When to Refer.”

For example, at many centers, the student’s counselor is responsible for making referrals to the Center Mental Health Consultant.  In these cases, a suggestion in this book to refer the student to the mental health consultant implies sending the student to their counselor, who, in turn, will consider making a referral to the Center Mental Health Consultant.

Staff members may better recognize patterns as a result of using this book, gain a better grasp of various situations, and may feel more confident in their jobs.  Confidence, however, should not be a substitute for referring students for additional help for their behavioral, emotional, or physical problems.  

Essentially, an  old saying should be kept in mind, “When in doubt, REFER.”

##       Suicidal Risk

**	**_**How To Prevent (Examples)**_
**Talk about suicide in orientation**
**Talk about suicide in staff training**
**Talk about it -- a lot**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

Everyone’s job on center would be easier if this section is used frequently.  “How to Prevent” ideally takes the focus, “What can we do to make sure we don’t have this problem at Job Corps?

This section also provides suggestions for keeping a small problem small.  In other words, if we can’t prevent a problem from arising, molehills would be better than mountains.

Staff are encouraged to think prevention at all times.

What problems can we eliminate by addressing them on Day One?  While “How to Prevent” is relevant for all students at all stages, focusing on prevention with students in the Career Preparation Period can play a major role in student and center wellness.

This slide gives examples of strategies to prevent suicide.

##              Suicidal Risk

**	****  **_**Expected Outcomes**__**	**__** **_
**             **_**(Examples)**_
**Increased desire to live**
**Increased level of safety and protection**
**Appropriate placement if needed**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

Some people might find it easier to call this part “goals.”

Expected Outcomes provide a description of the desired behavior or outcome following staff intervention.  This section answers the question, “What changes do we hope to see in the student or situation?”

Only some of the outcomes listed will be appropriate for a particular problem.  Relevant outcomes will be determined by the nature of the key indicators and the situation’s unique circumstances.  

Whenever possible, the student should be actively involved in setting the expected outcomes or goals for resolving a problem situation.

Working together to define goals may be a crucial process in an individual’s career development.

## Suicidal Risk

_** **_

**             **_**Notes (Example)**_
**   ****Asking students if they are at **
**    ****risk might be considered part **
**    ****of all staff’s job description **
**    ****at some centers**

**Notes:**
Instructions to Presenter:			Time: 1 minute 
Read the following:

At the end of many of the topics, there is a note or two.  Usually these notes give more information about the topic, give a suggestion for helping the student or situation, or answer questions to help you determine whether you have the right topic.  In most cases, it’s worth the few seconds it may take to read them.

## *NOTE TO PRESENTER *Alternate walk through for“Foodborne Illness” begins on the next page.If you already did the walk through of “Suicidal Risk,” proceed to page 59 “Case Study.”	

_**	**_

**Notes:**
Instructions to Presenter:
See above

.

## Where in the Table of Contents Would You Start to Look If:

**Several students report**
**	****flu-like symptoms (e.g., vomiting, diarrhea, stomach pain)**
**Students have eaten food believed to be contaminated**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

Let's do an assessment of a particular problem.  First, turn to the Table of Contents at the beginning of the Guide.
Imagine that a student has the following signs or problems as seen on the overhead.  Based on the above indicators, which topic in the Table of Contents seems most appropriate?

ANSWER: Foodborne Illness.

Let's check out the different sections of a topic by looking at the topic of ”Foodborne Illness."

## Foodborne Illness

**Key Indicators**
**What To Do**
**When To Refer**
**How To Prevent**
**Expected Outcomes**
**Notes**

**Notes:**
Instructions to Presenter:			Time: 1 minute 
Read the following:

Each topic starts with Key Indicators, and continues with the headings on the transparency.  Let’s look at the Key Indicators for Foodborne Illness.

##         Foodborne Illness

** **_**Key Indicators (Examples)**_
**Several students report flu-like symptoms (e.g., vomiting, diarrhea, stomach pain.)**
**Students have eaten food believed to be contaminated**
**Food has possibly become unsafe due to several key factors**

**Notes:**
Instructions to Presenter:			Time: 5 minutes 
Read the following:

This section provides signals of how a certain problem may present itself.  It answers the questions, “What are some of the signs that this problem  exists?"  Some staff may refer to this section as "symptoms.”

It’s important to keep the following in mind when looking at the Key Indicators:

 No student, staff, or center needs to demonstrate all of the indicators in order for the problem to be relevant.
 In some cases a student will  meet a number of the criteria,
 In the case of Foodborne Illness, if students have eaten food believed to be contaminated, that signal or Key Indicator is enough to show that “Foodborne Illness” is a problem.

As staff become more familiar with the topics, they can avoid jumping to a conclusion about the nature of a problem based on just one indicator.  In the case of a student who has vomited, there may be students who have vomited and it doesn’t mean that they have food poisoning or an eating disorder.

Another example of jumping to conclusions without knowing the topics:  If the staff section is overlooked, a staff-student incident can have a very different interpretation.  Once again, staff may need reminders to report observations rather than to make an assessment or diagnosis. 

An observation could be “About a dozen students report feeling nauseous.  A few of those students commented that the chicken tasted a little off tonight.  A diagnosis, on the other hand,  would be “12 of my girls got food poisoning from the chicken at dinner.”

## Foodborne Illness

**       **_**What to Do (Examples)**_
**Safely discard food which is known to have been exposed**
**While it may be common for students to complain about food, investigate complaints about unusual tasting foods**
**Keep chemicals away from food preparation areas**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

Let’s say you have determined that in all likelihood there has been food contamination.  You now need to take some action.  The “What to Do” section offers strategies for staff to use.
When looking through the “What to Do” section, keep the following in mind:

 The strategies range from simple activities to very sensitive interventions.
 Staff must decide which of the particular interventions are appropriate for them to use with a student or situation.
 No staff should select a strategy beyond their expertise, comfort level, or job description.  For example, most strategies which involve a student’s physical health are the domain of the Health and Wellness Center, and should not be used by other staff.
 All staff are encouraged to consult as needed with managers and supervisors on the appropriateness of “What To Do” with specific situations.
 Observe Center Operating Procedures and DOL regulations.

##       Foodborne Illness

**	**** **_**When To Refer (Examples)**_
**Refer anyone exhibiting signs of foodborne illness to the Health and Wellness Center immediately.**
**Report problems with delivered food to the appropriate manager.**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

This section will help staff answer the question “When should I refer this student or situation to other staff on center?”

Centers have different procedures for making a referral or addressing an identified problem.  An in-service training on center referral procedures might be helpful for staff to implement the suggestions in “When to Refer.”

Referrals for potential medical concerns can  usually be made directly by any staff member to the Health and Wellness Center.  However, at many centers, referrals for mental health concerns are often made by making a referral to the student’s counselor, who, in turn, will consider making a referral to the Center Mental Health Consultant.

Staff members may better recognize patterns as a result of using this book, gain a better grasp of various situations, and may feel more confident in their jobs.  Confidence, however, should not be a substitute for referring students for additional help for their behavioral, emotional, or physical problems.  

Essentially, an  old saying should be kept in mind, “When in doubt, REFER.”

##       Foodborne Illness

** **_**How To Prevent (Examples)**_
**Require food service personnel/students to wash their hands frequently**
**Educate students on hazards of inappropriate food storage (i.e., in lockers and drawers)**
**Eating, drinking, and smoking**
**    ****should be strictly prohibited while preparing or serving food**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

Everyone’s job on center would be easier if this section is used frequently.  “How to Prevent” ideally takes the focus, “What can we do to make sure we don’t have this problem at Job Corps?

This section also provides suggestions for keeping a small problem small.  In other words, if we can’t prevent a problem from arising, molehills would be better than mountains.

Staff are encouraged to think prevention at all times.

What problems can we eliminate by addressing on Day One?  While “How to Prevent” is relevant for all students at all stages, focusing on prevention in the Career Preparation Period can play a major role in student and center wellness.

##          Foodborne Illness

_**Expected Outcomes (Examples)**_
**Decrease the likelihood of having an outbreak of foodborne illness on Center**
**Accurate, rapid detection of**
**    ****an outbreak (e.g., versus confusion with influenza)**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

Some people might find it easier to call this part “goals.”

Expected Outcomes provide a description of the desired behavior or outcome following staff intervention.  This section answers the question, “What changes do we hope to see in the student or situation?”

Only some of the outcomes listed will be appropriate for a particular problem.  Relevant outcomes will be determined by the nature of the key indicators and the situation’s unique circumstances.  

Whenever possible, get both staff and student input in setting the expected outcomes for resolving a problem situation.

Finally, while foodborne illness may not be the perfect example, the goals which are set for a problem should always reflect the center’s commitment to career development.

##    Foodborne Illness

_**	**_**	**** **_**Notes (Example)**_
**Your center should have an effective, proactive program that is based on preventing food-safety hazards.**

**Notes:**
Instructions to Presenter:			Time: 1 minute 
Read the following:

At the end of many of the topics, there is a note or two.  Usually these notes give more information about the topic, give a suggestion for helping the student or situation, or answer questions to help you determine whether you have the right topic.  In most cases, it’s worth the few seconds it may take to read them.

## *NOTE TO PRESENTER *Alternate walk through on “Influenza” begins on the next page.If you already did the walk through of  “Suicidal Risk,” or “Foodborne Illness” proceed to slide 59, “Case Study.”	

_**	**_

**Notes:**
Instructions to Presenter:
See above

## Where in the Table of Contents Would You Start to Look If a Student Has:

**Muscle aches**
**Cold, sore throat, runny nose,**
**	****cough**
**Fever**
**Extreme fatigue**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

Let's do an assessment of a particular problem.  First, turn to the Table of Contents at the beginning of the Guide.
Imagine that a student has the following signs or problems as seen on the overhead.  Based on the above indicators, which topic in the Table of Contents seems most appropriate?

ANSWER: Influenza, also known as the flu.

Let's check out the different sections of a topic by looking at the topic of ”Influenza."

## Influenza

**Key Indicators**
**What To Do**
**When To Refer**
**How To Prevent**
**Expected Outcomes**
**Notes**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

Each topic starts with Key Indicators, and continues with the headings on the transparency.  Let’s look at the Key Indicators for Influenza.

##  Influenza

_**Key Indicators (Examples)**_
**Student’s symptoms include muscle aches, cold, sore throat, runny nose, fever, and cough, and often include extreme fatigue**

**Notes:**
Instructions to Presenter:			Time: 5 minutes 
Read the following:

This section provides signals of how a certain problem may present itself.  It answers the questions, “What are some of the signs that this problem  exists?"  Some staff may refer to this section as "symptoms.”

It’s important to keep the following in mind when looking at the Key Indicators:

 No student, staff, or center needs to demonstrate all of the indicators in order for the problem to be relevant.
 In some cases a student will  meet a number of the criteria,
 In the case of Influenza, it would be very difficult to describe the student as having the flu on the basis of just one of the signals above.

As staff become more familiar with the topics, they can avoid jumping to a conclusion about the nature of a problem based on just one indicator.  In the case of a student who has a cold, the majority of the time that student simply has a cold--and not the flu or anything else.

Another example of jumping to conclusions without knowing the topics:  If the staff section is overlooked, a staff-student incident can have a very different interpretation.  Once again, staff may need reminders to report observations rather than to make an assessment or diagnosis.

## Influenza

**         **_**What to Do (Examples)**_
**Encourage the student to increase fluid intake**
**Encourage the student to**
**    ****have bed rest until the fever has subsided**

**Notes:**
Instructions to Presenter:			Time: 5 minutes 

Read the following:
Let’s say you have determined that in all likelihood the student has influenza.  You now need to take some action.  The “What to Do” section offers strategies for staff to use.
When looking through the “What to Do” section, keep the following in mind:

 The strategies range from simple activities to very sensitive interventions.
 Staff must decide which of the particular interventions are appropriate for them to use with a student or situation.
 No staff should select a strategy beyond their expertise, comfort level, or job description.  For example, most strategies which involve a student’s physical health are the domain of the Health and Wellness Center, and should not be used by other staff.
 All staff are encouraged to consult as needed with managers and supervisors on the appropriateness of “What To Do” with specific situations.
 Observe Center Operating Procedures and DOL regulations.

##    Influenza

**	****   **_**When To Refer (Examples)**_
**If student is suspected of having the flu, refer to  the Health and Wellness Center**
**If symptoms last longer than**
**	****7 days and/or a high fever **
**	****(102 degrees F or above), **
**	****refer to the center physician **
**	****or student’s health care provider.**

**Notes:**
Instructions to Presenter:			Time: 5 minutes 
Read the following:

This section will help staff answer the question “When should I refer this student or situation to other staff on center?”

Centers have different procedures for making a referral or addressing an identified problem.  An in-service training on center referral procedures might be helpful for staff to implement the suggestions in “When to Refer.”

Referrals for potential medical concerns can  usually be made directly by any staff member to the Health and Wellness Center.  However, at many centers, referrals for mental health concerns are often made by making a referral to the student’s counselor, who, in turn, will consider making a referral to the Center Mental Health Consultant.

Staff members may better recognize patterns as a result of using this book, gain a better grasp of various situations, and may feel more confident in their jobs.  Confidence, however, should not be a substitute for referring students for additional help for their behavioral, emotional, or physical problems.  

Essentially, an  old saying should be kept in mind, “When in doubt, REFER.”

##  Influenza

**  **_**How To Prevent (Examples)**_
**Encourage students and**
**	****staff to get the yearly flu vaccine, which provides 70% to 80% protection**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

Everyone’s job on center would be easier if this section is used frequently.  “How to Prevent” ideally takes the focus, “What can we do to make sure we don’t have this problem at Job Corps?

This section also provides suggestions for keeping a small problem small.  In other words, if we can’t prevent a problem from arising, molehills would be better than mountains.

Staff are encouraged to think prevention at all times.

What problems can we eliminate by addressing on Day One?  While “How to Prevent” is relevant for all students at all stages, focusing on prevention in the Career Preparation Period can play a major role in student and center wellness.

##            Influenza

_**Expected Outcomes (Examples)**_
**Improved detection of influenza on center**
**Decrease in the number of influenza outbreaks on center**

**Notes:**
Instructions to Presenter:			Time: 3 minutes 
Read the following:

Some people might find it easier to call this part “goals.”

Expected Outcomes provide a description of the desired behavior or outcome following staff intervention.  This section answers the question, “What changes do we hope to see in the student or situation?”

Only some of the outcomes listed will be appropriate for a particular problem.  Relevant outcomes will be determined by the nature of the key indicators and the situation’s unique circumstances.  

Whenever possible, get both staff and student input in setting the expected outcomes for resolving a problem situation.

Finally, while influenza may not be the perfect example, the goals which are set for a problem should always reflect the center’s commitment to career development.

##   Influenza

_**	**_**	**** **_**Notes (Example)**_
**The flu, an acute viral disease, can create flu-like complications at any age.  However, students who suffer from chronic health problems are much more likely to develop serious complications.**

**Notes:**
Instructions to Presenter:			Time: 5 minutes 
Read the following:

At the end of many of the topics, there is a note or two.  Usually these notes give more information about the topic, give a suggestion for helping the student or situation, or answer questions to help you determine whether you have the right topic.  In most cases, it’s worth the few seconds it may take to read them.

## Case Study #1

_**Key Indicators for a Student**_
**Has a sexually transmitted Infection**
**Is sexually active, non monogamous**
**Has a history of violence toward others**
**Is hot tempered**
_**Questions:**_
**1.) Which topics in the Guide are most  relevant for this student?**
**2.) Which interventions would you consider to help this student and prevent further problems?**

**Notes:**
Instructions to Presenter:			

Refer to “Case Study Activity” on next page.

## Case Study #2 

_**Key Indicators for a Student**_
**What are some of the signs that a problem exists?**
_**Questions**_
**1.) Which topics in the Guide are most  relevant for this student?**
**2.) Which interventions would you consider to help this student and prevent further problems?**

**Notes:**
Instructions to Presenter:			

Put this overhead up when participants complete Case Study #1  and are ready to create and work on their own case study.

## Next StepsAction Planning

**What can we do to enhance wellness and safety on our center?**

**Notes:**
Instructions to Presenter:			 
Read the following:

The last part of today’s module is on Action Planning--to take what we’ve covered today and develop concrete next steps we can take  to enhance wellness and safety on center utilizing the guide as a resource.

Presenter:  Follow  instructions on “Action Planning Activity.”