Our Lady of Holy Cross College Project Fresh Start Homeless Organization HW Need a paragraph only that is community based for my homeless organizationn. I

Our Lady of Holy Cross College Project Fresh Start Homeless Organization HW Need a paragraph only that is community based for my homeless organizationn.

I will provided an example of the pragraph needed but my parapgraph must have a community based scholar author in it,

EXAMPLE: Program Description BRCAVI will initially house only one program: Project Search Baton Rouge, an intensive, 2-year, vocational training program for high school students with ASD, ages 16-21. Because deficits for individuals with ASD are heavily social in nature, traditional vocational training approaches are not appropriate for this population (Burke, Andersen, Bowen, Howard, & Allen, 2010; Chappel & Somers, 2010). However, community-based, supported employment practices utilizing applied behavior analysis have evidence of effectiveness among individuals with ASD (Berkell, 1987; Geller & Greenberg, 2010; Gerhardt & Lainer, 2011; Hendricks, 2010). Researchers also encourage individuals with ASD to acquire work experience and vocational training as early as possible, preferably beginning upon entrance to high school (Berkell, 1987; Chappel & Somers, 2010; Geller & Greenberg, 2010; Gerhardt & Lainer, 2011). The Project Search Baton Rouge program will have multiple components: (1) supported parttime volunteer and employment opportunities, (2) individual and group social skills treatment, and (3) life skills programming. See the Appendix A for a chart that details the stages of helping for Project Search Baton Rouge and Append B to see the logic model for this program.

(2) NEED A TABLE FOR MY ORGANIZATION “FRESH START” (HOMELESS SHELTER PROVIDING HELP TO THE HOMELESS, MENTAL ILL AND/OR SUBSTANCE ABUSE

LOOK AT THE SAMPLE GIVE IN THE IHSO PROGRAM DESCRIPTION SAMPLE UPLOADED FOR APPENDIX A, CREATE A TABLE THAT WILL BE GEARED TOWARDS HOMELESS, MENTALLY ILL W AND/OR SUBSTANCE ABUSE Running head: PROGRAM DESCRIPTION
Baton Rouge Autism Vocational Independence Center:
Program Description
Student A. Smith, Student B. Doe, and Student C. Jones
Louisiana State University
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PROGRAM DESCRIPTION
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Baton Rouge Autism Vocational Independence Center:
Program Description
BRCAVI will initially house only one program: Project Search Baton Rouge, an
intensive, 2-year, vocational training program for high school students with ASD, ages 16-21.
Because deficits for individuals with ASD are heavily social in nature, traditional vocational
training approaches are not appropriate for this population (Burke, Andersen, Bowen, Howard, &
Allen, 2010; Chappel & Somers, 2010). However, community-based, supported employment
practices utilizing applied behavior analysis have evidence of effectiveness among individuals
with ASD (Berkell, 1987; Geller & Greenberg, 2010; Gerhardt & Lainer, 2011; Hendricks,
2010). Researchers also encourage individuals with ASD to acquire work experience and
vocational training as early as possible, preferably beginning upon entrance to high school
(Berkell, 1987; Chappel & Somers, 2010; Geller & Greenberg, 2010; Gerhardt & Lainer, 2011).
The Project Search Baton Rouge program will have multiple components: (1) supported parttime volunteer and employment opportunities, (2) individual and group social skills treatment,
and (3) life skills programming. See the Appendix A for a chart that details the stages of helping
for Project Search Baton Rouge and Append B to see the logic model for this program.
Supported Volunteer and Employment Opportunities
The program manager will be responsible for identifying community business partners
and negotiating volunteer and employment opportunities for clients. Volunteer positions will be
considered because a key purpose of successful transition programs is to provide opportunities
that can be used as work experience for clients’ portfolios and résumés (Geller & Greenberg,
2010). When potential jobs are identified, a staff member, preferably a job coach, will conduct
a job analysis, which entails the staff member actually completing the job for at least one day.
PROGRAM DESCRIPTION
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The purpose of the job analysis is to identify the specific tasks necessary to complete the job,
potential challenges for clients, and strategies for preparing clients to enter the workplace
(Berkell, 1987). Next, businesses will sign a contract stating that they are willing and intend to
participate in the program.
When potential clients are referred to the program, the program manager completes an
initial assessment to ensure that the individual meets eligibility requirements to participate in the
program. If the individual meets the eligibility requirements, the program manager will complete
a comprehensive vocational assessment of the client. This evaluation will assess the client’s
social skills, vocational skills, interests, and cognitive abilities through interviews with the client
and client’s caregivers and observation in simulated and real work situations (Berkell, 1987;
Hendricks, 2010). ]f no jobs in the database meet the client’s individual interests and abilities,
the program manager will work to collaborate with community partners to create a customized
volunteer or employment opportunity for the client.
After being matched to an appropriate worksite, the client, the client’s caregivers,
BRCAVI staff, and other essential informants, such as special education teachers or counselors,
will meet to develop an individualized vocational independence plan (Berkell, 1987). This plan
will include goals and any necessary supports for employment. Supports may include training
from a job coach, education for employers about ASD and the client’s specific challenges, and
workplace modifications to reduce sensory distractions (Arvanitis, 2008; Hendricks, 2010).
Each client will work for 10 to 20 hours per week at his or her assigned worksite for the
duration of the program. A job coach will be assigned to each client. The job coach may assist
the client with any of the following: initiating appropriate social interactions with co-workers,
prioritizing tasks, advocating for his or her needs, and understanding workplace expectations and
PROGRAM DESCRIPTION
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rules (Berkell, 1987; Hendricks, 2010). As the client masters tasks, the job coach gradually
withdraws support to promote independence (Berkell, 1987; Hendricks, 2010).
Social Skills Training
An important component of TVI is social skills training. Current literature suggests that
social skills training is essential for any vocational program because jobs often require complex
social interactions (Chappel & Somers, 2010; Geller & Greenberg, 2010). Individual and group
therapy will be provided to address social skills issues related to the workplace. Each client will
attend one-hour individual therapy sessions three times a week, and the clients will participate in
a social skills group once a week. In individual therapy, clients will be able to explore specific,
social interactions from their employment experiences, and develop strategies for improving and
increasing social interactions at work and in other areas of their lives. All participants in the
social skills groups will be clients of the TVI.
Life Skills Programming
The third facet of TVI is life skills programming. At least once a week, clients will
participate in a didactic workshop on a different topic related to life skills. Clients will practice
the skills learned and discuss knowledge obtained in these workshops in individual and group
therapy when applicable. Family members will be encouraged to attend these workshops as well
to promote generalization of these skills to the home environment (Berkell, 1987; Geller &
Greenberg, 2010). Topics for life skills workshops will include money management, health
maintenance, personal organization, transportation, sexuality, safety, and self-advocacy
(Gerhardt & Lainer, 2011; Geller & Greenberg, 2010).
PROGRAM DESCRIPTION
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Helping Environment
The helping environment is important in facilitating the program’s intervention (Portner
& Rapp, 2007). Some considerations for Project Search Baton Rouge include the independence,
skill development, and sensory issues of participants. To promote participants’ independence,
parents and guardians are not allowed at the internship or individual or group social skills
training. Job coaches are present at the groups to facilitate and at internship sites to provide
support in order to support continuity of support across components of the program. All physical
environments should be considerate of sensory issues that participants may have, as sensory
issues are a key characteristic of ASD. For example, if a participant is sensitive to loud noises,
his or her workspace should be located in a quiet area or away from high traffic areas. Also, all
individual and group therapy sessions will take place at the BRAVIC office in the community
rather than at school. This is to encourage further community integration and set the expectation
of young adults to get out in the community.
PROGRAM DESCRIPTION
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References
Arvanitis, H. (2008). Adults on the autism spectrum can benefit the work force: How
one New Jersey advocacy agency is paving the path to employment. Exceptional Parent,
38, 22-23.
Berkell, D. E. (1987). Career development for youth with autism. Journal of Career
Development, 13, 14-20. doi:10.1177/089484538701300403
Burke, R.V., Andersen, M. N., Bowen, S. L., Howard, M. R., & Allen, K. D. (2010). Evaluation
of two instruction methods to increase employment options for young adults with autism
spectrum disorders. Research in Developmental Disabilities, 31, 1223-1233.
doi:10.1016/j.ridd.2010.07.023
Chapell, S. L., & Somers, B. C. (2010). Employing persons with autism spectrum disorders: A
collaborative effort. Journal of Vocational Rehabilitation, 32, 117-124.
doi:10.3233/JVR-2010-0501
Geller, L. L, & Greenberg, M. (2010). Managing the transition process from high school to
college and beyond: Challenges for individuals, families, and society. Social Work in
Mental Health, 8, 92-116. doi:10.1080/15332980902932466
Gerhardt, P. F., & Lainer, I. (2011). Addressing the needs of adolescents and adults with autism:
A crisis on the horizon. Journal of Contemporary Psychotherapy, 41, 37-45.
doi:10.1007/s10879-010-9160-2
Hendricks, D. (2010). Employment and adults with autism spectrum disorders: Challenges and
strategies for success. Journal of Vocational Rehabilitation, 32, 125-134.
doi:10.3233/JVR-2010-0502
PROGRAM DESCRIPTION
Portner, J., & Rapp, C. A. (2007). Textbook of social administration: The consumer-centered
approach. Binghamton, NY: The Haworth Press, Inc.
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PROGRAM DESCRIPTION
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Appendix A
Stages of Helping
PROGRAM DESCRIPTION
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Appendix B
Logic Model

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