Family Navigator Role

Phase 0.5: Orientation

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Phase Overview

In this training phase, Family Navigators will develop an in-depth understanding of school-based mental health and wellness, including the themes and core components of the model.

Phase Objectives

  1. Develop an in-depth understanding of the Schools as Centers of Wellness (SCOW) model, including the themes and core components

  2. Understand the importance of approaching work with a Diversity, Equity, Inclusion and Belonging (DEIB) framework

  3. Understand assigned roles and responsibilities

  4. Develop understanding of role in meeting documentation requirements

  5. Understand protection legislation (HIPAA & FERPA) and areas where legislation may conflict

  6. Understand crisis-related processes

Resources

STEP 1

Attend County New Employee Orientation

Attend New Employee Orientation to receive essential information about employment with your county Board of Education. This orientation provides an overview of organizational policies, procedures, and expectations.

    • Attend district New Employee Orientation

STEP 2

Attend the Schools as Centers of Wellness (SCOW) Employee Orientation

Attend the Schools as Centers of Wellness Employee Orientation to acquire essential information about the program. This orientation will provide you with a foundational knowledge base central to your role. Gaining this understanding is key to effectively participating in and contributing in the functional aspects of your role.

    • Attend Schools as Centers of Wellness Employee Orientation

    • Complete Post-Orientation Assessment to assess information retention

STEP 3

Post Orientation Assessment

During my onboarding and orientation, I have developed understanding of the following topics in relation to SCOW:

General Program Knowledge

Family Navigator should have gathered the vision, mission, and values of the Schools as Centers of Wellness (SCOW) program, emphasizing the significance of adult protective relationships and their role in fostering such relationships.

    • I understand the mission, vision, and values of Schools as Centers of Wellness

    • I understand the importance of adult protective relationships and my role in creating such relationships

    • I understand the need for access to care

    • I understand the importance of mental health and wellness in the school setting

    • I understand the intersection of the healthcare and educational systems

    • I have an understanding of the requirements of Health Insurance Portability Accountability Act (HIPAA) and Family Educational Rights and Privacy Act (FERPA), and how they relate to my role

    • I know the (4) themes of Schools as Centers of Wellness (SCOW)

    • I know the (4) Core Components of Schools as Centers of Wellness (SCOW)

    • I understand and have knowledge of diversity, equity, inclusion, and belonging framework

    • I have a basic understanding of the Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Support (PBIS) and how they relate to my role

    • I understand the process for the Random Moment in Time survey (RMTS), sent by the California SMAA program

    • I understand Social and Emotional Learning (SEL)

    • I understand the importance of introspection and participation in Transformative Social Emotional Learning (TSEL) trainings, and how they help to cultivate spaces that promote belonging

    • I understand the importance of my attendance and participation in regional team meetings, Schools as Centers of Wellness (SCOW) team meetings, professional development and trainings, supervision/consultation, and events within school community

Client & Family Support

Family Navigators should understand how their strengths and skills contribute to serving the school site, and have gained confidence in reviewing and explaining the registration protocols and processes to clients and families.

    • I can identify how my strengths and skills serve assigned districts

    • I am confident and can competently review and explain the program registration forms to clients and families

    • I understand documentation practices, requirements, and expectations

    • I understand how to access the Language Line for translation services

    • I understand protocols outlining when district translation services can be used

    • I understand how to access and navigate Schools as Centers of Wellness (SCOW) contact sheet

    • I understand how to obtain office supplies

    • I have a general understanding of SBMHW program crisis protocols and the information I am to receive from Clinicians

    • I understand the school district and school site crisis protocols

    • I understand who to communicate with regarding crisis incident reporting

Personal Care

Family Navigators should gather tools on how to care for their own mental health and wellness to sustain their effectiveness in their roles. They should also gain the ability to articulate their personal motivation ("my why") for engaging in this work, enhancing their sense of purpose and commitment.

    • I understand how to care for my own mental health and wellness

    • I can communicate “my why” for engaging with this work

    • I understand professional boundaries and appropriate interaction

Attestation

Family Navigators should understand how to leverage their strengths to effectively serve assigned districts, confidently review and explain registration forms, and gain knowledge about documentation practices, access to translation services through the Language Line, and district protocols.

    • I understand that topics covered in orientation are important to my success in my role. I will continue to work toward strengthening any areas I am not yet confident in with my Coordinator and team members