Wellness

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Wellness Safety Development Guide Technical
Assistance Module
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Wellness Safety Development GuideTechnical
Assistance ModuleObjectives

• 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

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Wellness Safety Development GuideTechnical
Assistance ModuleNorms

• 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

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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)

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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

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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

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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

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Snapshot of NationalJob Corps StatisticsRelated
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)

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Snapshot of NationalJob 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

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Link With CDSS

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

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Students Needs
AODA
Arrival
Academic
Financial
Housing
Social
Psychological
Physical
Anger Management
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Center Resources
STW
SST
Health Wellness Center
Recreation
PRH
Security
Counseling
Training
Residential
Mental Health
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Pulling it All Together
Wellness Safety Guide
Academics
SST
Center Standards
Security

• CDSS

Health Wellness
Vocations
Staff Creativity Commitment
Residential
Community
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Health Model Wellness Model
Under the Health Model...

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

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Health Model Wellness Model
Under the Wellness Model...
Multiple Dimensions of Individual Looked at
Physical Intellectual Occupational Emotional Socia
l

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

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Wellness Circles
PHYSICAL
SOCIAL
OCCUPATIONAL
(Career Development)
EMOTIONAL
INTELLECTUAL
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Safety
Safety Freedom from the risk of injury or loss,
both physically and emotionally
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Paradigm Shift
From To
Waiting For a Crisis to Happen
Taking Steps to Prevent a Crisis From Happening
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A (Preventable) Behavior CrisisThe Story of
Pat
(Another Student) Pat shoved me
(Instructor) Pat has made no progress
A
B
C
(Counselor) Pat cussed me out
(R.A.) Pat was disruptive in the dorm
D
Pat assaults another student
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A (Preventable) Safety Incident A
Stupid Light Fixture
Outside light fixture stops working
Repair order filed
A
B
Written repair order one week late
C

D
E
Student falls into a hole, sustains an injury
Order delayed due to holiday/ break
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How to Use the GuideGot a problem? See
a problem bubblingto the surface?
Staff?
Safety?
Zero Tolerance?
Health?
Student?
Illness?
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Whats 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
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Table of Contents
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Career Preparation Period

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

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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

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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

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Health Physical Concerns

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

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Staff Stuff

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

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Safety Security

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

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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)

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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

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Lets Select a Topic

• Choose 1 of the following
• Suicidal Risk
• Foodborne Illness
• Influenza

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Where in the Table of Contents Would YouStart to
Look If a Student Has

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

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Suicidal Risk

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

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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

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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

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Suicidal Risk

• When To Refer
• Always refer to the Health and Wellness Center or
  Security, depending on your Centers Operating
  Procedures and the immediacy of the crisis

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Suicidal Risk

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

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Suicidal Risk

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

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Suicidal Risk

• Notes (Example)
• Asking students if they are at
• risk might be considered part
• of all staffs job description
• at some centers

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NOTE TO PRESENTER Alternate walk through
forFoodborne Illness begins on the next
page.If you already did the walk through of
Suicidal Risk, proceed to page 59 Case
Study.

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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

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Foodborne Illness

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

44
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

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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

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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.

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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

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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)

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Foodborne Illness

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

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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.

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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

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Influenza

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

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Influenza

• Key Indicators (Examples)
• Students symptoms include muscle aches, cold,
  sore throat, runny nose, fever, and cough, and
  often include extreme fatigue

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Influenza

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

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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 students health care provider.

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Influenza

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

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Influenza

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

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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.

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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?

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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?

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Next StepsAction Planning
What can we do to enhance wellness and safety on
our center?