Deep Canvasing for Vaccine Hesitancy

Welcome to Deep Canvassing for Vaccine Hesitancy! This course is designed to help teach the basics of Deep Canvassing, and how it can be used to help support friends, family, and community members to get the vaccines they need to stay healthy.

NOTE: Some lessons or topics may conclude with reflection questions called “Think Spots”. Think Spot questions are not scored, but are required to complete the course.

Two people talking while sitting on steps outside

Welcome

Welcome to module three of our Assessment Training.  We are excited to hear what you learned about the child you observed, yourself, and the process of observing. In this module, we will build upon the knowledge you gained in the first two modules and identify ways to work with families during the assessment process.

Need Help?

Reach out to the Course Facilitator or use the Contact Us button at the bottom of each page.

Sally Dannenberg

Sally Dannenberg

Course Facilitator

SCCC SU-2: Vitamin D

Course Significance:
This course will help you understand the importance of helping the seniors you serve get enough Vitamin D in their diet.
 
Learning Objectives:
At the end of the course, you will be able to:
·       Briefly describe the importance of Vitamin D in the diet
·       Calculate the daily intake of Vitamin D
·       List the types of foods that are good sources of Vitamin D
·       Build meals and snacks that are high in Vitamin D

Course Instructors: Alexandra Baio, Julia Guidone, Madeline Hobika

SETP 101 Photo

What Do I Do?

Conversations with Job Seeker

Begin by listening.

Magnifying glass with a person and a question mark

Ask open-ended questions.

  • Who?
  • What?
  • When?
  • Where?
  • Why?

Conversation Starters:

  • What do you like to do?
  • What are you good at?
  • What does your typical day look like?
  • What kind of things help you to participate in activities you enjoy?

Conversations With People Who Know the Job Seeker

Talk with both paid & unpaid people (with permission)

  • Family
  • Former Co-workers
  • Friends
  • Neighbors
  • Case Worker
Magnifying glass with a person and a question mark

Ask questions to learn:

  • Interests?
  • Skills?
  • Support Needs?

Learn when the job seeker is at their best

  • What activity?
  • What context?
  • What supports?

Spend Time Together Observing Activities

Start with common activities

  • Then move on to new places & experiences.
Magnifying glass with a person and a question mark

Activites will depend on what the job seeker prefers to do

This is a chance to learn:

  • How they interact with people
  • How they get around
  • How they respond to different places/sounds/ experiences
  • How they process information/instructions
  • preferred places/ people/ interactions
  • What support are needed

Record Review

Review disability information and how the diagnosis impacts the job seeker

Magnifying glass with a person and a question mark

Learn what interests & skills have been identified, which supports have been helpful, and which services/resources have been accessed

Tema 2: Ejemplos

Elias:

“Veamos algunos ejemplos y consideremos si son señales de alerta (áreas de preocupación) o no”.

Ejemplo 1:

Mattie se comunica con el congresista de su estado con una súplica apasionada sobre la financiación del proyecto de ley 3 del Senado. Este proyecto de ley ampliaría la cobertura de atención médica y reduciría los costos de copago. Como madre de un niño con parálisis cerebral, Mattie está muy interesada en asegurarse de que la atención de su hijo esté cubierta y que los copagos se mantengan bajos.

Ejemplo 2 :

Desiree presenta una propuesta a su Consejo DD para comprar letreros en el patio pidiendo a la gente que vote por el Senador Burton. El Senador Burton es un fuerte partidario de los temas de discapacidad.

Ejemplo 3 :

El presidente Jerome Norris asiste a una conferencia en Washington, DC pagada con fondos del Consejo DD. Mientras está allí, Jerome se reúne con sus miembros del Congreso y su personal para discutir la política de discapacidad. Jerome está educando a sus miembros del Congreso y su personal sobre la política de discapacidad, y no les está pidiendo que voten de cierta manera sobre la política de discapacidad.

Ejemplo 4:

Yvonne, a DD Council staff member, travels to her state capital to meet with elected officials. While there, she passes out information on why voting for House Bill 203 will be favorable for people with disabilities. The Bill includes information on community living. Yvonne is providing information and education about community living and is not asking them to vote for or against House Bill 203.

Ejemplo 5:

Allen organiza un brunch en un restaurante para compartir información y materiales sobre una política que está quitando fondos a la educación especial en las escuelas. Allen es miembro del Consejo de DD y usó el logotipo del Consejo en los materiales que compartió.

Elias: “Hemos revisado mucha información. Echemos un vistazo rápido a algunos recursos que el Consejo puede usar como referencia al abogar. Seleccione “Marcar como completado” para continuar.

Recursos

Elias: “Es una buena idea marcar esta información en caso de que necesite hacer referencia a ella en el futuro. Ahora que hemos aprendido sobre el papel de los Consejos en la promoción y la política pública, es hora de tomar la prueba final. Seleccione “Marcar Completar” para continuar.”

GField 8 – Successor Guardians

GField 8 –
Successor Guardians


Illustration of Jeffery, the new hire.

There will be instances where Guardianship is asked to help an individual or agency take over guardianship, also known as becoming a successor guardian. Tip sheets are available to help anyone interested in becoming a successor guardian, and the GSSW is able to help the interested party complete filings with the court. The GSSW may need to testify and DAIL may retain some level of responsibility with the individual under guardianship.


Brain Break

Illustration of a woman with blonde hair in a bun wearing a read jack and black glasses

Let’s take a quick brain break! Take your pick of activities to help you relax for a moment.


GField 2 – Opening a Case

GField 2 – Opening a Case

Illustration of a woman with blonde hair in a bun wearing a read jack and black glasses
document and pencil

When CHFS has been appointed limited guardian, guardian, limited conservator, or conservator for an adult, the Division of Guardianship shall meet specific guidelines and adhere to designated time frames. Following these guidelines and time frames will help to ensure the protection of the individual’s basic human rights and resources. Time frames vary from 3 to 30 working days and include inserting documentation into KYGFIS, being assigned as the Guardianship State Social Worker (GSSW), meeting with the individual, and gathering information about the individual.

Let’s take a look at the following scenarios.

Illustration of a woman with blonde hair in a bun wearing a read jack and black glasses

Scenario #1:

The Cabinet for Health and Family Services (CHFS) was appointed over Tuva Smith out of Spencer County today in court. This is a brand-new case with no referral information, and the applicant did not show up to be appointed after the court found the person to be wholly disabled. The Guardianship State Social Worker called the GFSOS, and they initiated the new case checklist which involves the Admin, GSSW, and the GFSOS. 

Illustration of a woman with blonde hair in a bun wearing a read jack and black glasses

Scenario #2

GSSW Sally Sue has been feverishly calling and checking on her clients all week. She has spoken with Dr. Mittal about Jimmy Carter needing an x-ray because might have pneumonia and spoke with a facility about Tommy Lee throwing his clothes in the dumpster, and lastly spoke with Betty Crocker about her request for additional personal needs to go to the store to get more cigarettes. Sally has also been out covering court and doing visits. Sally felt she was pretty accomplished this week, and everything she has done has been logged in her notebook. 

GField 9 – Reporting of Suspected Abuse

GField 9 – Reporting of Suspected Abuse

Illustration of Simon, a guardianship employee.

There may be instances where you may have some suspicions that an individual you are working with is being abused, neglected, or exploited.  Any suspicions need to be reported to the appropriate agencies for investigation.

Let’s take a look at the following scenario.

Simon, a guardianship employee.

Scenario:

Clarissa, SSWI, was making a home visit to her SCL client, Jenna. Jenna resides in an FHP with Susan and her husband, Gene. When Clarissa arrived at the home, Susan and Gene attempted to tell her that Jenna was sleeping. Clarissa insisted on seeing Jenna anyway, as she needs to conduct her routine visit face-to-face. When Clarissa saw Jenna, she noticed bruising on her face on the forehead, cheek, and chin regions. She also noticed that there was bruising on her chest, where her shirt is not covering. Clarissa continued her visual inspection and noted bruising on her shin. Clarissa asked Susan and Gene what happened. Both state that Jenna fell the night prior while getting out of bed.

Download a copy of GField 9- Reporting of Suspected Abuse to your desktop for future reference.