Riverside

Transition Services

Transition Services is a part of .

We work with Transition Age Youth and Young Adults in San Bernardino and Riverside Counties, providing them with vocational and employment support services that teach them employment skills to effectively move them into meaningful work.  Providing them the opportunity to obtain marketable job skills further supports their transition into adulthood.

 

Learn Empower Advocate Persevere (LEAP)

Learn Empower Advocate Persevere (LEAP) is a part of .

LEAP (Learn Empower Advocate Persevere) is a program that provides intensive advocacy services and evidenced based interventions to youth  involved with Riverside County Department of Social Services and Riverside County Probation. This is a strength based intervention implemented to resolve immediate family crisis and help each family and youth create support systems in their community. 

Agency: 

Triple P

Triple P is a part of .

The Triple P--Positive Parenting Program is a multilevel system or suite of parenting and family support strategies for families with children from birth to age 12, with extensions to families with teenagers ages 13 to 16. Developed for use with families from many cultural groups, Triple P is designed to prevent social, emotional, behavioral, and developmental problems in children by enhancing their parents' knowledge, skills, and confidence. The program, which also can be used for early intervention and treatment, is founded on social learning theory and draws on cognitive, developmental, and public health theories. Triple P has five intervention levels of increasing intensity to meet each family's specific needs. Each level includes and builds upon strategies used at previous levels:

  • Level 1 (Universal Triple P) is a media-based information strategy designed to increase community awareness of parenting resources, encourage parents to participate in programs, and communicate solutions to common behavioral and developmental concerns. 
  • Level 2 (Selected Triple P) provides specific advice on how to solve common child developmental issues (e.g., toilet training) and minor child behavior problems (e.g., bedtime problems). Included are parenting tip sheets and videotapes that demonstrate specific parenting strategies. Level 2 is delivered mainly through one or two brief face-to-face 20-minute consultations. 
  • Level 3 (Primary Care Triple P) targets children with mild to moderate behavior difficulties (e.g., tantrums, fighting with siblings) and includes active skills training that combines advice with rehearsal and self-evaluation to teach parents how to manage these behaviors. Level 3 is delivered through brief and flexible consultation, typically in the form of four 20-minute sessions. 
  • Level 4 (Standard Triple P and Group Triple P), an intensive strategy for parents of children with more severe behavior difficulties (e.g., aggressive or oppositional behavior), is designed to teach positive parenting skills and their application to a range of target behaviors, settings, and children. Level 4 is delivered in 10 individual or 8 group sessions totaling about 10 hours. 
  • Level 5 (Enhanced Triple P) is an enhanced behavioral family strategy for families in which parenting difficulties are complicated by other sources of family distress (e.g., relationship conflict, parental depression or high levels of stress). Program modules include practice sessions to enhance parenting skills, mood management strategies, stress coping skills, and partner support skills. Enhanced Triple P extends Standard Triple P by adding three to five sessions tailored to the needs of the family.

Variations of some Triple P levels are available for parents of young children with developmental disabilities (Stepping Stones Triple P) and for parents who have abused (Pathways Triple P).

Transition to Independence

Transition to Independence is a part of .

The TIP Model™ prepares youth and young adults with EBD for their movement into adult roles through an individualized process, engaging them in their own futures planning process, as well as providing developmentally-appropriate and appealing supports and services (Clark & Hart, 2009). The TIP Model™ involves youth and young adults (ages 14-29) in a process that facilitates their movement towards greater self-sufficiency and successful achievement of their goals. Young people are encouraged to explore their interests and futures as related to each of the transition domains: employment and career, education, living situation, personal effectiveness and wellbeing, and community-life functioning. The TIP system also supports and involves family members and other informal key players (e.g., parents, foster parents, an older sister, girlfriend, roommate) as relevant in meeting their needs and those of the young person.

Agency: 

Set for School

Set for School is a part of .

Set-4-School provides a comprehensive continuum of early identification, early intervention, and treatment services designed to promote social competence and decrease the development of disruptive behavior disorders among children ages 0-5.  

Peer to Peer Program

Peer to Peer Program is a part of .

The goal of the Peer to Peer Program is to promote community awareness in Transition Age Youth (TAY) about mental health, link TAY to mental health services in the community and reduce the stigma associated with having mental illness. The Peer-To-Peer Program is funded by the Riverside County Department of Mental Health and the Mental Health Services Act and Prevention and Early Intervention funding. 

Outreach activities are held in the cities of Perris, Lake Elsinore and San Jacinto and are offered by individuals who are also transition age youth with some experience and/or familiarity with the mental health system.

Agency: 

Motivational Interviewing

Motivational Interviewing is a part of .

Motivational interviewing is a form of collaborative conversation for strengthening a person's own motivation and commitment to change. It is a person-centered counseling style for addressing the common problem of ambivalence about change by paying particular attention to the language of change.

It is designed to strengthen an individual's motivation for and movement toward a specific goal by eliciting and exploring the person's own reasons for change within an atmosphere of acceptance and compassion.

Incredible Years

Incredible Years is a part of .

Incredible Years is a set of three interlocking, comprehensive, and developmentally based training programs for children and their parents and teachers. These programs are guided by developmental theory on the role of multiple interacting risk and protective factors in the development of conduct problems. The three programs are designed to work jointly to promote emotional and social competence and to prevent, reduce, and treat behavioral and emotional problems in young children, as follows:

The Incredible Years child program. The Dinosaur School child training prevention program consists of more than 60 classroom lesson plans (approximately 45 minutes each) for three age levels, beginning in preschool through second grade (3-8 years). Lesson plans are delivered by the teacher at least twice weekly over consecutive years. The small group treatment program consists of 18-22 weekly sessions (2 hours each) offered in conjunction with the training programs for parents of preschoolers or school-age children. The child program aims to strengthen children's social and emotional competencies, such as understanding and communicating feelings, using effective problem-solving strategies, managing anger, practicing friendship and conversational skills, and behaving appropriately in the classroom. 

The Incredible Years parent programs. Three training programs are available for parents of babies and toddlers (up to 30 months), preschoolers (3-5 years), and school-age children (6-12 years). The lengths of the parent programs vary from 12 to 20 weekly group sessions (2-3 hours each). The programs focus on strengthening parent-child interactions and relationships, reducing harsh discipline, and fostering parents' ability to promote children's social, emotional, and language development. In the programs for parents of preschoolers and school-age children, participants also learn how to promote school readiness skills; in addition, these parents are encouraged to partner with teachers and become involved in their children's school experiences to promote children's academic, social skills, and emotional self-regulation and to reduce conduct problems. Each program includes protocols for use as a prevention program or as a treatment program for children with conduct problems and attention-deficit/hyperactivity disorder.

The Incredible Years teacher program. The teacher training program is delivered to early childhood and elementary school teachers of young children (3-8 years) and consists of 42 hours (6 days) of monthly workshops delivered by a trained facilitator. The program focuses on strengthening teachers' classroom management strategies; promoting children's pro social behavior, emotional self-regulation, and school readiness; and reducing children's classroom aggression and noncooperation with peers and teachers. The training also helps teachers collaborate with parents to support parents' school involvement and promote consistency between home and school.

In each program, trained facilitators use videotaped vignettes to structure the content and stimulate group discussions, problem solving, and practices related to participants' goals.

Home and School Based Programs

Home and School Based Programs is a part of .

VCSS specializes in providing family-based mental health treatment and case management services for a broad array of target populations. This service focuses on children and youth who are at risk of out-of-home placement, in foster care, involved with the Juvenile Justice system, and with more serious emotional disorders for which traditional services are insufficient.  Children’s School Based Services are a strength based approach that maximizes an individuals functioning in the school setting.

The programs main objectives are to:

  • Eliminate or decrease functional impairments in the class
  • Reduce behaviors that put clients and other at risk in the school setting
  • Provide behavior management techniques for school personnel to employ that maintain youth in the least restrictive classroom setting and
  • Identify and treat emotional/ behavioral concerns that may impact the youth later in life and/or effect areas of community functioning.

You have no idea how much I APPRECIATE having your services at my schools!!!!!!! You and the doctor have turned things around for so many kids---------the staff know how valuable you are as well. The rest of your staff are great-----the teachers talk about how great they are too-and are so thankful for their help. So, as long as Victor is around here all is well in my world.

Educationally Related Mental Health Services (ERMHS)

Educationally Related Mental Health Services (ERMHS) is a part of .

ERMHS encompasses a wide variety of treatments and programs that serve the mental health community. Programs under the ERMHS umbrella Include:

  • Assessment & Evaluation
  • Individual, Family & Group Counseling
  • Rehabilitative Services
  • Parent training and Family support
  • Crisis Intervention and stabilization
  • Medication support and monitoring; and
  • Wraparound intensive services

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