Training Supervisors In Adult Protective Services .
In BriefTraining Supervisors in Adult Protective Services:Guidance and Resources2019). It is noted that some supervisors conductinvestigations on top of their supervisory role.IntroductionAdult Protective Services (APS) supervisors are vitalto the success of APS programs and their role isfundamental in assuring the safety and well-being ofAPS clients. They perform both clinical andadministrative functions, approve casework decisionsat key junctures, and guide and support staff in caseplanning and management, among other duties andresponsibilities (Administration on Community Living,2016). APS supervisors often come to their positionwith little or no training on effective supervision andfrequently assume the role without an understandingof the wide array of responsibilities the positionentails (Otto, 2015).According to the 2018 Adult Maltreatment Report,which details data from the National AdultMaltreatment Reporting System (NAMRS), there are1,476 APS full-time equivalent staff responsible forsupervision and 7,715 APS full-time equivalent staffresponsible for hotline and/or conductinginvestigations (Administration on Community Living,Given the range of responsibilities, APS supervisorsrequire training and support. As per the 2016National Voluntary Consensus Guidelines for StateAdult Protective Services Systems, “it isrecommended that APS supervisors be qualified bytraining and experience to deliver Adult ProtectiveServices. It is recommended that all APS supervisorsreceive initial and ongoing training specific to theirjob responsibilities and the complex needs of APSclients and managing APS workers.”The field of APS is at an exciting and critical junctureand has seen many advances over the last decade.Yet, despite the gains, training and support for APSsupervisors is lacking in most states and counties.The following brief focuses on training for APSsupervisors including: Why this is an important issue for APS.Background on past training efforts forsupervisors and efforts to build for the future.What should be covered in APS supervisortraining and why.A state promising practice example.Next steps including opportunities andchallenges for the future.Resources for training and technicalassistance.Why is this an issue for APS?The APS supervisor role is multi-faceted andchallenging and to be effective the supervisor mustAdult Protective Services Technical Assistance Resource Center https://apstarc.acl.gov apstarc-ta@acl.hhs.gov
Training Supervisors in Adult Protective Services: Guidance and Resourcesbe able to perform tasks within four essentialdomains: administration, education, managementand support (Otto, 2015). In addition to performingmultiple tasks simultaneously across these domains,the APS supervisor must also be aware of theprogram direction, individual needs of their staff, andthe status of APS clients served.As identified in the 2016 Final Voluntary ConsensusGuidelines for State Adult Protective Systems, APSsupervisors provide case oversight, approval of keydecisions, case direction, problem solving, andsupport and encouragement to the worker(Administration on Community Living, 2016).Supervisors support the work of APS professionals toimprove the safety and quality of life of older adultsand adults with disabilities who have been thevictims of abuse, neglect or exploitation and in turnare dealing with worker safety, secondary orvicarious trauma, burn-out and retention issues.APS case complexity, including but not limited to,screening for cognitive loss, determining the veracityof allegations, and gaining the trust and cooperationof victimized people present both workers andsupervisors with ever-changing clinical challengesand can increase time spent in supervision (RamseyKlawsnik, 2015). Additionally, APS supervisors maybe simultaneously supervising staff from APS anddifferent programs such as Child Protective Services,Medicaid Waiver Services, Veteran’s Services, etc.Often overlooked, is the role of APS supervisor astrainer for new workers and mentor/advisor forexisting staff. APS supervisors also have a publicfacing role, often serving on multi-disciplinary teamsand providing outreach to the community.Given the responsibilities, APS supervisors requiretraining and support. Historically, there has been alack of funding to develop and deliver standardized,competency-based training for APS supervisors.Consequently, states and counties have relied heavilyon on-the job training resulting in the lack ofconsistent supervisor training that provides skillbuilding and crucial support on topics specific to theAPS supervisor’s multi-dimensional role. Theseinclude areas such as understanding one'ssupervision style, how to manage conflict in theworkplace, identifying key roles of an APS supervisor,how to support critical thinking skills, using data todrive program improvement, trauma-informedsupervision, and much more.Additionally, many states and counties send theirAPS supervisors through “generic” supervisortrainings which fail to address APS-specific issuesfacing APS workers and, therefore, their supervisors.APS practice is complex and often requires workersand supervisors to navigate complicated ethicalsituations. Issues ranging from how to handle clientswith borderline decisional capacity, to how toinvestigate complex financial exploitation, to whento walk away from a client for whom there are nocommunity resources, and much more. As perRamsey-Klawsnik (2015), “supervisors must ensurethat casework is conducted in an ethical mannerconsistent with legal and program requirements.”With their multi-faceted role, it is clear APSsupervisors are a key component of a thriving APSprogram. The next section focuses on thebackground of APS supervisor curriculum andtraining efforts nationally.BackgroundThe importance of and need for APS supervisortraining is not a new concept and fortunately there isa strong foundation upon which to build in thefuture. NAPSA’s Recommended Minimum ProgramStandards, developed prior to the federalgovernment’s National Voluntary ConsensusGuidelines, Goal 5 states, “(NAPSA) supports thedevelopment of increased skills, knowledge, andabilities of APS professionals throughout the countryAdult Protective Services Technical Assistance Resource Center https://apstarc.acl.gov apstarc-ta@acl.hhs.gov
Training Supervisors in Adult Protective Services: Guidance and Resourcesby developing and providing high quality trainingmaterials and training opportunities” (NAPSA, 2013).The ACL Final National Voluntary ConsensusGuidelines for State APS Systems (2016) takesNAPSA’s minimum program standards andincorporates them into a guideline dedicated entirelyto APS supervisor initial and ongoing training:Guideline: It is recommended that APS supervisorsbe qualified by training and experience to deliverAdult Protective Services. It is recommended thatall APS supervisors receive initial and ongoingtraining specific to their job responsibilities andthe complex needs of APS clients and managingAPS workers. It is recommended that newsupervisors be trained on basic supervisory skillswithin the first year of assuming supervisoryresponsibilities, including, but not limited to: a)Mentoring, b) Phases of APS Supervision, c) TheSupervisor as Trainer, d) Managing theInvestigative Process, and e) HumanResources/Legal Issues for Supervisors.In addition, it is recommended that supervisorsrefresh their skills with ongoing annual training onhigher level topics, such as training processes,worker development, and effective adult learning(Administration for Community Living, 2016).Though the focus of APS training nationally in recentyears has been on APS Worker Core Competencies,Training, and Certificate Program, supervisors werenever forgotten. In 2012/2013, the NAPSA EducationCommittee developed APS Supervisor Core TrainingCompetencies and collaborated with Adult ProtectiveServices Workforce Innovations (APSWI, formerlyMASTER), Academy for Professional Excellence indeveloping four core competency trainings forsupervisors. These trainings include: Supervisor asTrainer, Understanding Self as Supervisor,Foundations of Effective Supervision, and Workingwith Less. These four instructor-led trainings arecurrently available at no cost through the APSWIwebsite. An additional module, Teambuilding for APSProfessionals, was developed, piloted and will bepart of the forthcoming APS Supervisor CoreAcademy review and development (see the nextsection - “Building for the Future”).Additionally, the Field Guide for APS, was developedto “provide an agency or individual supervisor anorganized system to ensure that the new APS workergains the experiences and formal training needed tobe an effective professional”. The guide highlightsnineteen Knowledge Areas identified ascomprehensive for APS field work, moving from basicfield skills to working with more complex situations(The Academy for Professional Excellence, 2015).The Field Guide was developed so each of thenineteen Knowledge Areas has a checklist ofactivities designed to support APS staff knowledgeand skill development. Supervisors develop anindividualized learning plan in collaboration with thelearning worker using the Knowledge Areas. Learningneeds can be tailored depending on whether staff isnew or more experienced and needing a refresher.Supervisors meet regularly with the learning workerto provide encouragement and guidance through thelearning process and ensure that the skills acquiredare applied in the field.Plans for revising, updating currently available APSsupervisor trainings and resources and developingadditional trainings will be discussed in the followingsection of this brief.Building for the FutureIn early 2019, the APSWI, Academy for ProfessionalExcellence commissioned work on a two-phase APSleadership development project, including a researchreport and leadership workforce development plan.The goal of the project is to develop a statewideAdult Protective Services Leadership DevelopmentFramework for APS Managers and APS Supervisors inAdult Protective Services Technical Assistance Resource Center https://apstarc.acl.gov apstarc-ta@acl.hhs.gov
Training Supervisors in Adult Protective Services: Guidance and ResourcesCalifornia that could be more broadly appliednationally to APS training and professionaldevelopment.Phase one, The APS Leadership DevelopmentFramework Research Report, included an extensiveexamination of leadership theories, models, andliterature. Program best practices and cross disciplineleadership development programs were analyzed. Italso included focus group data from sessionsconducted with state and national leadership in thefield of APS and the broader aging and adult servicesexamining the leadership training needs, currentgaps, and suggested next steps in the process.Phase two, the APS Leadership DevelopmentFramework: Workforce Development Plan, thenleveraged research and information from the phaseone research report as well as the previous work ofNAPSA, ACL, County Welfare Directors Association(CA), California Department of Social Services, andCalifornia Regional Training Academies. TheWorkforce Development Plan includes an APSSupervisor Training Plan. An excerpt follows.APS Supervisor Training PlanThis is an excerpt from the APS Leadership Development Framework: Workforce Development Plan (Brown,2019).Before developing and delivering training for APS Supervisors, here are some important considerations: Historically there has been a lack of resources to develop and offer supervisor training consistently.Leverage existing content and resources and update and develop as needed.Supervisors lack time to attend training, they have a multi-faceted role and spend a lot of time onadministrative tasks.Supervisors are not hired in cohorts, they need flexible/accessible trainings.Supervisors may be promoted from within the department/unit or from otherdepartments/units/divisions and don’t necessarily have a background in APS or aging/adult services.The proposed training plan includes topics both foundational and advanced, structure, sequencing, potentialtraining modalities and use of emerging technologies.APS Supervisor Suggested TopicsAPS Supervisor Core Academy - based on NAPSA APS Supervisor Core Competency Roadmap ver. 11/2013with learning objectives and content updated to weave into competencies concepts of trauma-informedsupervision, critical thinking/problem solving, and cultural awareness/humility. Competency 1 - Understanding Self as SupervisorCompetency 2 – Foundations of Effective SupervisionCompetency 3 – Teambuilding for APS ProfessionalsCompetency 4 – APS Supervisor as TrainerCompetency 5 – Management of Personnel Issues (this may be part of agency HR training, cover uniqueaspects of APS supervision)Competency 6 – Data and Fiscal Operations (using data for program improvement)Adult Protective Services Technical Assistance Resource Center https://apstarc.acl.gov apstarc-ta@acl.hhs.gov
Training Supervisors in Adult Protective Services: Guidance and Resources Competency 7 – Safety & Self Care (workplace safety; emergency preparedness and response;managing burnout/retention)Competency 8 – Collaboration & ResourcesAPS Supervisor Advanced Topics - Advanced topics are identified from various sources including the APSWIAPS Leadership Development Framework research report and work completed by NAPSA, County WelfareDirectors Association (CA), California Department of Social Services, and California Regional TrainingAcademies. Advanced topics may be woven into APS Supervisor Core competencies as appropriate but mayrequire additional training development. Root-Cause AnalysisCapacity and Decision-makingAdvanced InterviewingSupervising Financial Exploitation CasesTrauma-Informed SupervisionManaging Burn-out/Retention/Multi-Generational WorkplaceInvestigations in the Digital WorldCritical APS Worker Core Trainings for New APS Supervisors - If they have not previously taken these courses,it is suggested new supervisors take these eLearning modules: Module 9 – Communication and InterviewingModule 10 – Self-Neglect ClientsModule 12 – Financial ExploitationModule 15 – Documentation and Report WritingModule 17 – Assessing Client CapacityModule 18 – Risk AssessmentNote: If the Supervisor is promoted from outside of APS, it is recommended they complete all 23 APS CoreCompetency eLearnings.Training Delivery Modalities – It is recommended that trainings utilize multiple modalities includinginstructor-led training (ILT), asynchronous eLearning, webinars, video, guides/tool kits for micro-learning or“bursts”; and to explore newer technologies such as podcasts, apps, social media tools (LinkedIn orWorkplace), and virtual reality simulation. Potential applications:Sequencing Recommendations: All new APS Supervisors complete an eLearning or series of eLearnings on critical information neededto perform the supervisory position in the short-term. This information can be culled from the APSSupervisor Core Academy Competencies. The APS Supervisor Core Academy is offered on a rolling basis throughout the year and new APSSupervisors complete training in all eight identified competencies within the first year of beginning theposition. Trainings offered in a multi-modal, flexible manner leveraging instructor-led, distance, peer topeer learning and accessible existing and emerging technologies.Adult Protective Services Technical Assistance Resource Center https://apstarc.acl.gov apstarc-ta@acl.hhs.gov
Training Supervisors in Adult Protective Services: Guidance and Resources It is recommended that new APS Supervisors complete APS Core Competency eLearning training oncritical topics (six topics identified) within the first 3-6 months of beginning the position. If the newSupervisor is promoted from outside of APS, it is recommended they complete all 23 APS CoreCompetency eLearnings within the first year. It is recommended transfer of learning tools be developed for APS Supervisor Core Academy trainingsto assist APS Managers with on the job training, knowledge and skill reinforcement, and team building.APS Managers are encouraged to utilize existing APS Core Competency training transfer of learningtools such as the Field Guide for APS.In the next three years, California and Arizona plan tocollaborate with NAPSA to develop a standardized,competency-based APS Supervisor Core Academythat builds from the initial competency and trainingwork from 2012/2013 and incorporates research andrecommendations from the 2019 APSWI reports andother evidence-informed topics and practices such astrauma-informed supervision. The goal is to makethese curriculum materials available nationallyfollowing the model of APS Worker Core Curriculum.State Promising Practices Spotlight –Texas DFPSThough there is much to do in the future, it is alsoimportant to highlight what is being done now in therealm of APS supervisor training. One state that hasbeen a model for APS training throughout the yearsis Texas. Through the Texas Department of Family &Protective Services, APS Training Division, newsupervisors receive web-based modules andinstructor led training to prepare them for theiractive role of supervision. The following informationis based on materials and written responses providedby the Texas Department of Family & ProtectiveServices, APS Training Division staff.To start, all new supervisors must take a training ontransitioning from peer to manager as soon aspossible and within 60 days from the date that theyare hired/promoted. This course contains content ontopics such as communication, decision-making,strategic thinking, workload management, meetingfacilitation, management of a mobile workforce,implementing policy change and completingperformance plans.Then new supervisors complete a web-based trainingentitled APS Supervisor Field Training I. This courseconsists of three modules designed to stand-aloneand are accessible to supervisors as the need arises.The first module, titled “The First 30 Days”, includesperformance management, case consultations,worker safety, and setting the tone for your first staffmeeting. Module two, titled “An Introduction to APSSupervision” includes reading on the roles of an APSsupervisor, fundamentals of APS supervision, andclinical issues in APS supervision. Finally, the lastmodule focuses on self-care for the APS supervisor.APS Supervisor Field Training I is a prerequisite forattending APS Supervisor Basic Skills Development(BSD), a more advanced, skill-building instructor ledcourse. BSD training allows for the application ofknowledge and skills learned in APS Supervisor FieldTraining I to case scenarios related to managing anAPS unit. Topics included in this training: unit andindividual performance, performance plans, andevaluations; supervisor as trainer and mentor;effective communication; mobile workforce issues;and managing changes to policy and practice.APS supervisors can participate in career planningthat includes a voluntary certification plan formoving from APS Supervisor I to APS Supervisor IIAdult Protective Services Technical Assistance Resource Center https://apstarc.acl.gov apstarc-ta@acl.hhs.gov
Training Supervisors in Adult Protective Services: Guidance and Resourceswhen meeting tenure, performance, andprofessional development requirements.improved outcomes for their client base andcustomers.Eligibility for advancement begins once thesupervisor has at least two years of tenure and hasmet the qualification criteria. APS supervisors whohave completed BSD expressed positive sentimentsthrough the completion of course evaluations.Next Steps – Opportunities andChallenges for the FuturePositive Comments on BSD“Material provided was great and tools to be usedduring my new journey.”“I truly benefitted from this training. It was alearning environment with fun elements and theroom to share our struggles.”“By sharing my strug
Supervisor Training Plan. An excerpt follows. APS Supervisor Training Plan . This is an excerpt from the APS Leadership Development Framework: Workforce Development Plan (Brown, 2019). Before developing and delivering training for APS Supervisors, here are some important considerations: .
1. What is the Adult Protective Services (APS) Act? In 2010, the Adult Protective Services (APS) Act (Act 70) was enacted to provide protective services to adults between 18 and 59 years of age who have a physical or mental impairment that substantially limits one or more major life activities. The Act establishes a program of protective
state and local government Adult Protective Services programs. NAPSA and Project MASTER, a program of the Academy for Professional Excellence (San Diego State University, School of Social Work), has developed a core curriculum around practice issues in APS. Mandatory Adult Protective Services training for Idaho staff is available through the Idaho
CARTA has developed a program to support the supervision process, including training of the supervisors. The program is based on experiences from the first ten years of the CARTA program, including a comprehensive two weeks' workshop for the CARTA supervisors (Manderson et al 2017, Igumbor et al 2021). The Supervisors Workshop
Adult Coloring Book: Stress Relieving Animal Designs Volume 2 Adult Coloring Book: Stress Relieving Dolphin Patterns Adult Coloring Book: Stress Relieving Flower Patterns Adult Coloring Book: Stress Relieving Paisley Patterns Adult Coloring Book: Stress Relieving Patterns, Volume 2 Adult Coloring Book: Stress Relieving Peacocks Adult Coloring Book: Stress Relieving Tropical Travel Patterns .
Alireza Pakdel Iran Adult 3 E-mail . Alireza Zakeri Iran Adult 1 E-mail Aloisio De Souza Andrade Brazil Adult 1 E-mail Altan Ozeskici Turkey Adult 1 Postal Ameen Alhabarah Saudi Arabia Adult 3 E-mail . Majid Salehi Iran Adult 2 E-mail Makhmud Eshonqulov Uzbekistan Adult 3 E-mail Manoj Chopr
The Alchemist Jonson, Ben English Project Gutenberg Ebook 4/08/2010 Adult, Juvenile, Young adult Alchemy Mahy, Margaret 9780007406760 English HarperCollins Publishers Young Adult Fiction Fantasy, Young Adult Fiction Ebook 27/03/2014 Adult, Young adult Alexander Altmann A10567 Zail, Suzy 9781925081169 English Walker Books Australia Young Adult .
JoPllen Bruce, Salinas Adult School Peter Bulza, Valley Vocational Adult School Shirley cutler, Pomona Adult School. Alice Chlite, Clovis Adult School. Kathy Crete, Lodi Adult Schco1 Lloyd Downing, El Centro Jr/Sr High School Pat Duran, Napa College Clare Eckhart, Claremont Adult School Richard Furlong, Placer Adult School Wilma Henry, Clovis .
Ketiga, hasil belajar Sejarah Kebudayaan Islam terlihat pada motivasi, aktivitas dan kreativitas siswa. Nilai akhir pembelajaran 70% di atas Kriteria Ketuntasan Minimum dan 30 % di bawah Kriteri Ketuntasan Minimum. Kata Kunci: e-learning, e-mail, upload, online, google clasrrom. Abstrac: This study aims to analyze the implementation of e-learning at Marasah Tsanawiyah. The study was conducted .
