child and youth services in prince edward island · 2012. 11. 8. · foreword from premier robert...

Child and Youth Services in Prince Edward Island

Recommendations Report

November 2012Printing: Document Publishing Centre

November 2012

11PT35-32806

Foreword from Premier Robert Ghiz

Robert Ghiz

Premier, Prince Edward Island

In the 2010 Budget, our Government announced the creation of a Child and Youth Services

Commissioner.

We recognized that the challenges facing many of today’s youth are daunting, and wanted to be

sure the programs and services in place to respond were as effective as possible.

The role of the Commissioner was to be an important one; promoting collaboration among a series

of departments to ensure we were meeting the needs of those young Islanders.

Since his appointment as Commissioner, Jeff Clow consulted with stakeholders from across the

Island, conducted a complete inventory of all programs and services for youth and their families

and compiled a thorough list of recommendations.

I thank him for his comprehensive look at our system.

Sincerely,

Message from the Minister

Wes Sheridan

Minister, Finance, Energy and Municipal Affairs

Today’s children are growing up in a world far different than it was when their parents were young.

It only stands to reason that government must also adapt to meet the changing times if we want to

fully respond to the needs of our youth.

While we have always been proud of the excellent work that is done every day in our province by

so many caring people on behalf of Island children, we realized that, too often, their work is carried

out in isolation.

That’s why I was so pleased to appoint Jeff Clow as Child and Youth Services Commissioner. Jeff,

with his impressive background in the education field, was the ideal person to look for ways to

bridge that divide. Through his work, Government will make sure the programs and services we

provide to our young people and their families are as coordinated and efficient as possible.

I thank him for his work, and I look forward to starting the process of implementing these

recommendations.

Sincerely,

Table of Contents

Introduction from the Child and Youth Services Commissioner . . . . . . . . . . . . . . . . . . . . . . . . . .1

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Recommendation 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Recommendation 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Recommendation 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Recommendation 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Recommendation 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Recommendation 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Recommendation 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Recommendation 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Recommendation 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Recommendation 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Recommendation 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Recommendation 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Appendixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

A. Newspaper Advertisements

B. Terms of Reference

C. Stakeholder Input

D. Sample Baseline Inventory – Justice and Public Safety

E. Online Feedback

1Child and Youth Services in Prince Edward Island – Recommendations Report

Introduction from the

Child and Youth Services Commissioner

The priority we place today on our children and youth will chart the course for Prince Edward

Island’s future. Responding effectively to the increasingly complex and changing needs of Prince

Edward Island children and youth presents both challenges and opportunities. We must recognize

that this is a shared responsibility among all stakeholders.

Our challenge is to find new and innovative approaches to service delivery for the children and

youth of today. Although children and youth grow up with far more freedom of expression than past

generations, they experience similar challenges that older generations have faced, but must face

them in different ways. It is not for the children and youth to adapt to the way in which services are

delivered. It is for programs and services to adapt to the needs of the children and youth.

Throughout this process, I have been inspired by the dedication, caring and forward thinking of

staff who are working with our children and youth. Their continued commitment to improving the

outcomes for our children and youth is impressive. It was very evident that staff is working “with”

rather than “for” children and youth. I want to express my sincere appreciation to staff for their

deep commitment, insightful recommendations and significant contributions to the continued well-

being of children and youth in Prince Edward Island. In addition, I am grateful to those parents,

children, youth, non-governmental organizations and other stakeholders who submitted and

presented feedback in the process.

Although several themes have surfaced in this report, it should be acknowledged that a number of

projects, initiatives and investments have been established during and prior to this report that are

starting to address some of these themes. A number of informal and voluntary efforts at service

integration are showing promise. A heightened effort and a more formal and systemic approach

are now needed to move this process forward so its full potential can be realized. Children, youth

and families will have a key role to play in improving services. It is therefore essential to include

these users of services in the process. Listening to children and young people to better understand

how they experience life, and involving children, young people and their families in designing

and choosing the right services to meet their needs, will be key. The sharing of resources by

coordinating, aligning and pooling staff, skills and financial resources to get the best results for

children, youth and their families will need to be a priority in this process. To recognize the need to

simplify and streamline the current array of services, so it is easier for families to receive information

and access services, will be crucial. We must not allow questions of departmental jurisdiction to

interfere with services to any child or youth in need. Children and youth grow up in the context of

families and communities, not in isolated programs and classrooms. Thus, to nurture our children

and youth to be resilient, productive and contributing members of their community, it will take a

range of services, supports and opportunities from families, communities, institutions, government

and organizations.


We need to capitalize on our core competencies and strengths to establish the partnerships,

policies and resources necessary to support children and youth through a strengthened and

sustainable continuum of child and youth services.

Human services have reached the point that a more formalized mechanism is needed to

accurately access our systems so that continuous improvement can take place. This will

provide a great impact for the child and youth who are served. There is a wealth of experience

and great initiative taking place already within departments, and as a province we need to

nurture and encourage this process. Experience tells us that local community efforts can be

highly effective. Developing a strong continuum of youth services in all communities across

the Island through supporting non-profit providers, community-based organization and public

agencies will only benefit individuals and communities. There is a strong consensus that we

need to “get on with it.” We need to implement recommendations that will make a difference

amongst the lives of children, youth and families in Prince Edward Island. We need to create

the environment and processes that will allow us to effectively and efficiently collaborate with

each other. As more complex problems appear with children and youth, additional knowledge,

resources and services need to be aligned, to create a “collaborative advantage.”

Sincerely,

Jeff Clow

Child and Youth Services Commissioner


Methodology

In the 2010 Budget, Securing the Future, the provincial government announced the creation of

the position of Child and Youth Services Commissioner with the purpose of reviewing service and

program delivery to children and youth in Prince Edward Island within the following departments:

Education and Early Childhood Development

Health and Wellness

Community Services, Seniors and Labour

Justice and Public Safety

Despite best intentions, government structures are not always conducive to integrated work.

The current government recognizes the importance of collaborative planning, collective decision-

making and resourcing integrated work, yet the informal relationships do not easily translate

into doing things differently in various departments, each with individual mandates. For service

providers, roles, responsibilities and service outcomes are often defined by separate mandates and

pressures. While it is important to preserve areas of expertise and professional services, it is critical

to work from a common set of understanding. This project is a new commitment to integrated

approaches and collaborations to services and programs for children and youth.

The collection of information and statistics could not have proceeded as smoothly as it did

without the co-operation of individuals within the departments. This co-operation and assistance

exemplifies the departments’ commitment to the improvement of services to the children and youth

of Prince Edward Island. I would like to give recognition and appreciation to senior management

who were instrumental in gathering information required. I would also like to thank the numerous

employees within each department for providing us with their valuable feedback and perspectives

on services and programs affecting children and youth. Appreciation is also extended to the deputy

ministers of these departments for their direction and support.

Process

Stakeholder Input

Stakeholders across the province were consulted with the goal of collecting information on how

children, youth, families and staff feel on how access to services and service delivery can be

improved. This was one form of stakeholder input. Other methods included written submissions

using an online tool or by regular mail. Specific groups or individuals also requested meetings

with the commissioner. The commissioner also travelled across the province to see first-hand the

programs in place for children and youth. This also gave the opportunity for stakeholders to provide

feedback.


Review Models/Services

A review of the models and service delivery involving children and youth was looked at in each

department. This involved meeting with departments and service providers to gain a better

understanding of the services provided in each department. Other models, provincially and

nationally, which have been successful and which are anchored in best practices and research,

were also reviewed.

Analysis and Synthesis

Information, feedback and evidence-based best practices were gathered during the stakeholder

input and review processes were used to compile strengths, weakness and opportunities within the

systems.

Recommendations

The recommendations provide guidance and direction in identifying and capitalizing on already

existing best practices while exploring new initiatives that will promote interdepartmental

collaboration, integration and program implementation.

Guiding Principles for Recommendations

Recommendations developed will be:

1. focused on the improvement of service delivery for children and youth;

2. flexible and respond to the emerging needs and issue of children and youth;

3. made within the context of the current levels of financial and human resources;

4. pragmatic and directly applicable to service delivery design, and should present a “menu of

possibilities” framework that allows shifts in realities of available resources and funding;

5. to provide guidance and direction based on the information gathered during the process;

6. based on cross-departmental coordination and collaboration of services; and

7. based on sustainability of services for children and youth.

Summary of Recommendations

Each recommendation in this document is important in and of itself. But taken together, the

recommendations combine to deliver what would be a great improvement in the wellness of our

children and youth in Prince Edward Island.


Recommendation 1 (Overarching)

The provincial government develops and implements a comprehensive, collaborative and

integrated provincial child and youth strategy.

Recommendation 2

The provincial government creates a position with supports that will manage and be

responsible for the development and implementation of a

provincial child and youth strategy.

Recommendation 3

The provincial government reviews all relevant legislation, policies and mandates and

make the necessary revisions that would permit information sharing, facilitate collaboration

among human service providers and support service integration.

Recommendation 4

The provincial government establishes a provincial youth cabinet, council, secretariat or

advisory committee. This group needs to be engaged with stakeholders in a variety of

ways, such as focus groups; planning of services/programs; and engagement

in youth issues.

Recommendation 5

The provincial government develops a working framework for cross-departmental

professional development that would promote a common vision and philosophy on

service delivery for children and youth.

Recommendation 6

The provincial government establishes a full service school pilot in a rural community in

Prince Edward Island which would be a common access point for services.


Recommendation 7

The provincial government develops a comprehensive communication plan on

services provided to children and youth.

Recommendation 8

The provincial government develops an integrated complex case management protocol for

those children and youth who require significant extraordinary services and supports.

Recommendation 9

The provincial government develops a long-term measurable and sustainable action plan

to reduce gaps in services by offering a doorway for youth to access required services and

programs before their situation qualifies for services.

Recommendation 10

The provincial government develops an integrated service delivery model, that is

surrounded by a set of integrated, collaborative processes and procedures and that

ensures those departments involved work together to meet the clients’ needs.

Recommendation 11

The provincial government establish a formal provincial children and youth mental health

network and strategy that will facilitate more effective planning and service co-ordination

across all related departments and community service providers.

Recommendation 12

The provincial government develops and implements a detailed strategic plan for

Youth Substance Use and Abuse built on principles of community development and

inter-sectoral collaboration. Within this plan, goals, objectives, implementation, outcomes

and measures need to be communicated to all stakeholders in order to support a

continuous improvement model across sectors.


Recommendation 1 (Overarching)

The provincial government develops and implements a comprehensive, collaborative and

integrated provincial child and youth strategy.

The input gathered through various stakeholders would strongly indicate that an overall strategy

is needed to address the issues of the children and youth of Prince Edward Island. The issues of

children and youth do not come as neatly divided as government departments do; put another

way, needs often cut across government departments. The service delivery system needs to

extend beyond any single department and to extend its reach to children and youth who are not

yet in the system, but who are vulnerable and at risk. This recommendation would be overarching

and encompass all other recommendations as they would exist within a provincial child and youth

strategy as Figure 1 illustrates.

A successful strategy needs to be usable and manageable, one that informs all stakeholders of

its long-range view and one that yields meaningful and continuous improvements. But a strategic

plan should not become the exclusive responsibility of a small cadre of stakeholders. If the planning

process is to succeed, it must incorporate the views of all the stakeholders who will be affected by

the plan or have a role in its implementation. It is a challenge to move an organization, particularly

a large organization, and if there isn’t a sense of common direction, one will find a lack of focus. As

time passes, there will be movement in no particular direction; or worse, different segments of the

organization will be moving in different directions. It is, therefore, important to set a common, albeit

general, direction for the organization; and a strategic plan is at the core of the achievement of that

goal.

pass all other recommendations as they would exist within a provincial child and youth

Figure 1 illustrates.

ul strategy needs to be usable and manageable one that informs all stakeholders of

Complex Cases

PolicyRural

HumanResources

Mandates

CommonAccess Point

Accountability Measures

Gaps

Voicefor

Youth

Mental Health

Professional

Sharing

Leadership

Figure 1 – A Provincial Child and Youth Strategy


The basic ingredients of a successful strategic plan are accountability; setting of measurable goals

and responsibilities; planning what needs to be done; doing the work; monitoring the progress;

reporting on the results; then evaluating results and providing feedback. The challenge is to

develop meaningful measures that are focused on performance efficiency, quality and especially on

program results — that is, the actual impact of a program or service on the children and youth it is

designed to serve. Creating good performance measures ought not to be an end in itself. Their true

value lies in their use to improve decision making, service performance and public accountability.

Critical to the strategic plan is the understanding that communication is the key to successful

execution.

The best strategic plan will fall well short of the desired result if it is not effectively communicated

and consistently reinforced. Telling someone what to do one time simply does not qualify as

effective communication. To completely engage staff, they need to know the what, why and how

behind the strategy and the actions devised to support that strategy.


Recommendation 2

The provincial government creates a position with supports that will manage and be

responsible for the development and implementation of

a provincial child and youth strategy.

A strong message was heard from stakeholders regarding moving forward on child and youth

issues. Stakeholders stated that recommendations already exist in various reports regarding

this topic. The consensus is that a “champion” or “driver” is needed to see this move forward

in a direction that supports our children and youth in Prince Edward Island. The willingness

and expertise within the four departments to collaborate and integrate services was very

evident throughout the process. Various committees and groups have been created to increase

collaboration among services. While these committees and groups have undertaken this very

important initiative, they often lack

a mechanism to move forward

beyond the discussion around

collaboration and integration.

The individual in this position will

need to explore a framework for

consistency and coordination

among service providers so the

willingness and expertise of staff

can be used in the most efficient

and effective manner. One of

the key recommendations of

the Nunn Commission of Inquiry

(2006), which examined the

youth criminal justice system,

was to hire an executive director

responsible for leading, developing

and implementating of a Nova

Scotia Child and Youth Strategy.

As noted in the Nunn, report this

director needs to be responsible for

managing the overall strategy and

ensuring a collaborative approach

to programs and services.


Nunn emphases that this position:

“ ... will require a person of broad experience who understands youth, their hopes and desires,

interests, activities, and challenges, who is not judgmental, but is flexible to accommodating

differing individuals needs and who has a deep interest in the welfare and growth of youth. At the

same time, the person must be capable of working with various professionals and gaining their

cooperation to assure a smoothly operating system, pushing where necessary even senior officials

of the various departments involved.”

This position will need to be supported with staff that has experience, shared vision and an

integrated philosophy of human service delivery. It will be important that these individuals represent

the departments involved and are committed to a collaborative approach with big-picture thinking.

The location for such a position or division should be outside one of the four departments which

are involved. This lends itself to the “desiloization” of human services that currently exist within the

four departments.

2010 Calendar ContestNovember 20, 2010 marked the 21st anniversary of the United Nations General Assembly’s adoption of the Convention on the Rights of

the Child (CRC). The Office of the Child and Youth Commissioner held a calendar contest for children and youth across Prince Edward

Island to celebrate this important milestone. A number of drawings were selected, from across the Island, to be part of a National Child

Day calendar. Each of the featured artists received a framed copy of their artwork, as well as five copies of the calendar.


Recommendation 3

The provincial government reviews all relevant legislation, policies and mandates and

make the necessary revisions that would permit information sharing, facilitate

collaboration among human service providers and support service integration.

An overwhelming number of

individuals within the departments

indicated that amendments to

legislation and policies to permit

information sharing, to facilitate

collaboration among human

service providers and to support

service integration are essential.

It was voiced that legislative and

policy reforms need to keep up

with changes and trends in the

practice environment. Departments

are presently meeting mandates

through current legislation and

policies. Although meeting individual

mandates is the expected outcome, these individual mandates function separately from each other

which can result in reduced service delivery effectiveness and efficiency.

Within this review process both federal and provincial legislation with respect to confidentiality

and disclosure of information would need to be examined. This being said, it needs to be

acknowledged this is no minuscule endeavour. A number of provinces have developed an

information sharing guideline document with a training and implementation strategy. The Alberta

model, in particular, is user friendly and provides the supports to service providers.

The purpose of the guideline is to:

among service providers, and minimize barriers, perceived or real;

required information about children, youth, adults and families, based on

consent; and

ability to collectively plan short- and long-term interventions.


The guideline provides a foundation for the sharing of information among public sector and service

provider organizations in the best interests of children, youth, adults and families. The development

of a Prince Edward Island information sharing guideline document will provide the foundation

and framework for service providers to work more collaboratively with common language and

procedures. Important to this process is the development of a common consent form for the

sharing of information for the purposes of integrated service delivery.


Recommendation 4

The provincial government establishes a provincial youth cabinet, council, secretariat or

advisory committee. This group needs to be engaged with stakeholders in a variety of

ways, such as: focus groups, planning of services/programs and engagement

in youth issues.

Stakeholders from all groups

clearly indicated that Island

youth need a voice. Individuals

view youth as the solution,

because if they are part of the

process they feel ownership,

and they can mobilize others

and become role models.

Being better informed about

the needs and interests

of young people and how

to most effectively reach,

involve and serve them will

help local agencies make the

best use of financial and staff

resources. Participating in the

planning processes offers young people the opportunity to acquire new knowledge and skills, learn

responsibility and accountability and develop meaningful relationships with other youth and adults.

This will also increase the number of opportunities youth have to contribute to social policy and will

ensure the youth voice is reflected in the work of the government.

By way of background, an options paper and national scan of youth advisory structures was

completed in September 2010 by the Department of Education and Early Child Development. This

document can serve as a springboard to the development and establishment of a provincial youth

advisory body in Prince Edward Island. Various government reports recommend the formation of a

youth advisory body.

Rural Youth Conference (2010)

Recommendation 1 Youth Representation in Government: Youth would like the provincial government to support

and build the Island’s youth voice through a youth council or advisory committee. Participants

felt a committee or council would be an effective avenue to directly communicate with the

government and also be included in decisions that will affect them and the province in the

future.


Prince Edward Island Student Engagement Committee Report (2009)

Recommendation 3An advisory council on youth be created to initiate and direct action to facilitate youth voice in

schools, communities and government across Prince Edward Island.

Task Force on Student Achievement Report (2005)

Recommendation 5 – Student Engagement

Children, Youth and Communities: A New Approach (1992)

Recommendation 20That youth have membership on all service boards and organizations that have a direct impact

on young people’s lives and that are wholly, or in part, financed through government dollars.

Youth in Prince Edward Island – An Investment in Our Future (1989)

Recommendation 10That efforts be undertaken to explore the concept of regional youth councils as a means of

bringing forward the views and ideas of young people, and then inviting them to become a

formal part of the community’s support network.

Recent steps toward increased youth engagement include the 2009 Student Leadership Forum

and the Minister’s Summit on Learning held in June 2010. Prince Edward Island needs the

creativity and passion of all its stakeholders, including youth. By collaborating and finding common

language, along with exploring new ways of engaging together, we can enable our youth to find

and articulate their voice and form a sense of belonging.


Recommendation 5

The provincial government develops a working framework for cross-departmental

professional development that would promote a common vision and philosophy on

service delivery for children and youth.

The ability to create a “community of practice” or as some refer to as “professional learning

community” so that professionals could have the time to meet to discuss best practices with the

goal of gaining knowledge related to their field was seen as a great resource. It is through this

process of sharing information and experience within their groups that staff can personally and

professionally develop.

These communities of practice would be comprised of professionals who share a common

concern, a set of problems, or interest in a topic, and who come together to fulfil both individual

and group goals. These communities of practice would focus on sharing best practices and

creating new knowledge to advance professional practice.

Communities of practice are important because they:

connect people together who might not otherwise have the opportunity to interact, either as

frequently, or at all;

provide a shared context for people to communicate and share information, stories, and

personal experiences in a way that builds understanding and insight;

enable dialogue between people who come together to explore new possibilities, solve

challenging problems, and create new mutually – beneficial opportunities;

introduce collaborative processes to groups and organizations where existing structures and

constraints inhibit the free flow of ideas and exchange of information;

stimulate learning through serving as a vehicle for authentic communication, mentoring,

coaching and self-reflection;

capture and diffuse new knowledge that expands awareness of a larger system of possibilities

and advances the agenda of an individual, group, organization and/or industry; and

help people organize around purposeful actions that deliver tangible results.


Falk and Kilpatrick (1999) argue a precondition to building social capital is the existence of a

sufficient quantity and quality of learning interactions. The basic dimensions of social capital are

embedded in communities of practice which include connections among practitioners, who may

or may not be co-located, relationships that build a sense of trust and mutual obligation, and a

common language and context that can be shared by community members.

Research (Wenger et al., 2002) indicates both short-term and long-term value (Table 1) to

organizations and individuals that are using communities of practice.

Table 1 – Communities of Practice: Short-term and Long-term Value

Short-term Long-term

Facilitate the identification of individuals

with specific expertise

Foster knowledge sharing across

organizational and geographic

boundaries

Improve the rate of implementation/

uptake of evidence based practices

Improve the quality of research and

practice

Leverage strategic plans

Increase retention of talent

Increase capacity for knowledge

development

Knowledge-based partnerships

Provide a safe environment for sharing

problems

Reduce learning curves

Improve topical knowledge

Foster interaction between junior and

senior practitioners

Improve the quality of research and

practice

Provide a forum for expanding skills and

expertise

Networking for staying up-to-date in the

field

Enhance professional reputation

Increase marketability and employability

Strengthen one’s professional identify

Org

aniz

atio

nIn

div

idua

l

In a time when clients are expecting rapid answers to inquiries, communities of practice can play

an important role in quickly transferring the knowledge necessary to address client issues. From

a connection perspective, communities can help individuals rapidly identify an individual with the

subject matter expertise necessary to provide the best answer to a client problem. Communities of

practice help staff understand the larger context in which they perform their day-to-day tasks and

help them more easily reuse existing knowledge assets.


The human resource aspect should be considered an integral part of the overall development of

professional staff. The need for adequate training and continuous education for frontline workers

is a concern expressed by many. It is felt that a recruitment, retention and training strategic plan

is necessary in order to provide consistency and less turnover. As individuals indicated, turnover

in staff who work with children and youth has implications for services provided to vulnerable

populations.

Employee retention matters. Organizational issues such as training time, investment, lost

knowledge and failing to retain a key employee is costly. Replacing an employee costs greatly;

aside from the possible “down time,” a significant amount of time and resources is used to train

new staff. Losing experienced staff who serve as a mentor can create a “domino effect” after their

resignation, with full operations slowing down until everyone is confident and competent enough

again with their respective roles.

Keeping competent staff can provide departments with a solid knowledge base regarding the

policies, procedures and processes of the organization. Teamed up with the right culture, work

efficiency increases.


Recommendation 6

The provincial government establishes a full-service school pilot in a rural community in

Prince Edward Island which would be a common access point for services.

Many related terms and concepts have been associated with the notion of full-service schools,

including community schools; integrated service delivery; wrap around; extended schools; and

school-linked services. While there may be slight variations in the definitions of these related terms,

they all support bringing together human services in a co-ordinated manner to provide strong and

seamless supports for children and their families.

Overall, the general consensus amongst stakeholders is that children, youth and families need to

have one access point in a familiar and convenient place. The school setting was the most agreed

upon common access point. While some full-service schools provide access to service off-site,

there are a number of advantages to using schools as the central site for service delivery. First and

foremost, schools are where the children are and where they spend most of their day. Secondly,

families can access comprehensive services at a“one-stop” centre located within the community.

Lastly, schools have an infrastructure that lends itself to multi-agency collaboration and community

development. The concept of community is important to full-service schools in several ways. Firstly,

the school is a piece of real estate the community owns. This leads to the importance of building

use after the end of the

school day.

The idea is that the

sense of community

increases as schools

become better, as

schools improve the

sense of community

becomes stronger (Full

Service Schools 2000).

The full-service

approach does not

prescribe one single

type of governance

structure. Rather,

governance structures

are suggested by

the goal “to create

mechanisms that are response to community needs and bring various agencies to work together

in a collaborative fashion” (Walker, J.D., & Hackman, D. G 1999). The full-service school is a new

environment where a systems approach to change is used.


It is not a school where human services are an add on. Collaboration thus becomes a key process

in the school. Reactive solutions that will aid children and youth simply are not sustainable. In

order to produce sustainable change, a long-term vision is essential. Indeed, this will cost money;

however, if funding that already exists among various departments is allocated differently, a more

effective and efficient way of providing services could exist. This model would seek to equalize

opportunities and access to services which in the past were difficult to access in rural communities.

Essential to this process is the establishment of a “service co-ordination position” whose role

would be to foster co-operation, co-ordination and collaboration among the partners. As research

(Calefee, Wittwer & Meredith 1998) indicates, there is no one blueprint or correct model for a

successful full-service school. A number of provinces have taken the next step and have moved

toward piloting full-service schools – in particular Saskatchewan, Alberta and more recently Nova

Scotia. We have a wonderful opportunity for a “made in PEI” model that could meet the needs of a

rural community.


Recommendation 7

The provincial government develops a comprehensive communication plan on

services provided to children and youth.

Families, children, youth and staff need to have accurate, updated and relevant information in

regards to services and programs available. The development of tools to enhance information

sharing is essential to this process. Stakeholders who feel well informed are likely to feel more

comfortable in providing services or accepting service. Staff indicated that a social marketing

campaign is needed to get relevant information out to the communities.

A common comment made was, “… we need to do a better job at letting the public know what

we do and offer.” This plan should work towards developing a public website and literature that

will be designed to provide agencies, families and department staff with a single, integrated

database of reliable information. This site will provide one-stop access to information about specific

services and programs. Providing youth, families and departments with better information on

available services will contribute to more informed decisions. We need to evaluate and improve

the effectiveness and quality of existing communication strategies with a focus on proactive

approaches, transparency and celebrating successes.

Web-based technology and social networking will be powerful communication tools with children

and youth. This plan will increase awareness and appreciation of the programs and services

provided, while seizing opportunities to advance public education in the process.


Recommendation 8

The provincial government develops an integrated complex case management protocol for

those children and youth who require significant extraordinary services and supports.

This protocol will be designed to articulate

Government’s approach regarding services and

supports to families with children and youth with

complex needs. The protocol in particular would

identify the increased need for interdepartmental

support. The majority of children and youth with

complex needs typically require support of more

than one department. Therefore, a formalized

holistic approach needs to be utilized in the

integrated complex case management planning

needs for children and youth. This plan needs

to be sustained as children and youth move

through the various transitional phases of life.

Therefore, interdepartmental joint funding for

complex cases is essential for integration to

be supported. The complexities of these cases

make it difficult to differentiate associated costs

within a department.

Part of the protocol development should

involve the creation of a provincial clinical case

management team. At the point that local or

regional teams have met and determined they

need additional supports to develop elements

of an integrated complex case management

plan, then a referral to the provincial clinical case

management team could be made. The provincial clinical case management team, comprised of

an interdepartmental forum, would be used to access joint funding for cases that cannot be met

from existing mainstream resources or where problems are being experienced in developing a plan

of care.

Essential to this process would be the role of the case manager to ensure that practitioners from all

appropriate departments are involved in agreement with the case plan and will deliver the agreed

outcomes. Nova Scotia and Saskatchewan have a draft of a Complex Needs Case Planning

Process which is solid and could provide a springboard for Prince Edward Island.


Recommendation 9

The provincial government develops a long-term, measurable and sustainable action

plan to reduce gaps in services by offering a doorway for youth to access required

services and programs before their situation qualifies for services.

Most children and youth in

Prince Edward Island are

surrounded by opportunities for

health, social and educational

growth; however, there are

some who do not have access

to these opportunities for a

variety of reasons. In particular,

youth ages 14 to 18 are a

concern expressed by many

stakeholders. They believe

that within this age range there

exists a group of disconnected

youth who are not in school and

need to be re-engaged. It is

clear from practice and research

that some groups of children

are more likely to fall behind

than others.

The vulnerable groups of

children and young people

include those who may be disadvantaged in many different ways. These disadvantages may be

as a result of the action (or interaction) of factors related to socio-economic circumstances or of

issues to do with young people’s physical or emotional well-being.

As a consequence, many children and youth often fail to fulfil their individual potential – and such

inequalities tend to persist into adulthood and on into subsequent generations. Programs and

interventions to remediate disadvantage and narrow the gap in outcomes for vulnerable groups

need a long-term focus. So many interventions have been short-term, with the resourcing reducing

or being removed before, or just when, they begin to be effective, and before there is time for them

to be properly evaluated. There is strong evidence that strategies and programs which adopt a

holistic and integrated approach and deal with the range of obstacles and negative influences that

are holding children back, rather than single-issue interventions, are the most effective.


In order to monitor progress and to evaluate the impact of interventions to narrow the gap for

vulnerable groups of young people, some clear steps need to be taken. In addition to agreeing

to the definitions for vulnerable groups, we need to improve the collection and collation of data

on young people and to identify how datasets might best be linked, so that more informative

investigations and tracking of outcomes can take place.

As noted in the document, What We Heard (2008), people believe that government programs and

services have carefully defined the mandate for services and programs resulting in the exclusion

of vulnerable children and youth. Those wishing to access preventative and support services must

experience deterioration in their situation until they qualify for services. It is the youth who do not fall

under the definition of a child in need of protection, but are youth in need, who are falling through

the gaps.

Current services are largely accessed only by those who are either motivated or are supported

by families. In conversation with stakeholders, these youth expressed difficulties in accessing

services, particularly in mental health and addictions. Access and gaps in services were identified

by stakeholders with suggestions for improvement.

The following were the main themes:

disconnect, with access points embedded into recreational and social environments;

youth-friendly design, and with minimal costs for access ; and

school or alternative education.

Ultimately, a youth-centred approach is best served through quality relationships with people who

are skilled and trained and able to maintain those connections with youth. Policies and mandates

need to reflect the ever changing environment that frontline staff experience every day. Strong

leadership is required to drive the whole system change needed to bring about a permanent shift

in culture which properly recognizes that the well-being of the province is largely determined by the

well-being of its children and youth.


Recommendation 10

The provincial government develops an integrated service delivery model,

that is surrounded by a set of integrated, collaborative processes and procedures,

that ensures that those departments involved work together to meet the clients’ needs.

Stakeholders expressed a concern regarding both service fragmentation and navigating through

services with numerous entry points. In particular, users said they are often asked to provide the

same information several times. Services sometimes fail to respond in a timely manner. A message

from users in particular is the need to improve services by providing a single access portal for

multiple services.

Collaboration is essential in the development of an

integrated service delivery model (ISDM). Although

many definitions exist in collaboration, the most

robust definition seems to be from Barbara Gray

(1989). She describes collaboration as a “process

through which parties who see different aspects

of a problem can constructively explore their

differences and search for solutions that go beyond

their own limited vision of what is possible.” When

exploring an ISDM we must understand that

collaboration distinguishes itself from other forms of

co-operation which may involve common interests

but are not based on collectively articulated goal or

vision.

As illustrated in Table 2, the Human Services

Integration Forum division of the Government of

Saskatchewan has developed a continuum of

change to integrated services framework that

demonstrates movement from fragmented to

integrated services. It is important to understand

that there may be circumstances under which collaboration is not the best choice or action.

To determine whether or not it is appropriate to initiate a collaborative venture, it is necessary for all

parties to fully understand the limitations of the process. Research would indicate that no existing

models exist that resolve all the governance and operational issues. That being said, evidence

does exist to the benefits of the range of services available, as opposed to the conventional single

interventions available, when departments collaborate for service delivery.


The impact of collaboration and integration at the department levels will be determined by how

we approach our thinking in service delivery. For example, we need to start taking a wider view,

moving from a solo approach to a wider perspective of program impacts. As well, we must promote

innovation, by bringing together a wider set of perspectives and experiences by collaborating,

pooling and sharing of resources and investments in new systems which may not otherwise be

affordable by an individual department. Departments should be providing incentives to promote

The Government of Manitoba provides a best practice, using a “whole government” approach to

dealing with children and youth issues. In Manitoba, a cabinet committee and committee of deputy

ministers have been established, encompassing multiple ministries, to focus, in totality, on the

health issues affecting children and youth. These committees have had a significant and positive

impact in influencing the programming and policies the Manitoba government has implemented.

Table 2 – Continuum of Change to Integrated Services

Ch

ara

cte

ristics

No common

philosophy,

professional

language or

perspective among

organizations

Different service area

boundaries

Clients experience

confusion

Competition for

resources and turf

Ineffective use of

resources;

duplication of effort

Patchy project

funding

Clients’ needs

frequently fall out of

jurisdiction

Centrally directed

Program information

shared among

agencies informally

Autonomous

organizations

functioning

independently

May still be

competition for

resources among

agencies

Some duplications of

resources and effort

Single focus agencies

aware of and

supporting others’

work

Sharing of

leadership, planning

and decision making

More collegial

relationships among

groups and

organizations

Additional resources

often expected

Movement toward

becoming proactive

Partners involved as

equals

Collaborative culture

Shared goals

Mutual commitments,

resources, decision

making and evaluation

Diversity of client needs

recognized

Front-line workers

empowered to work

collaboratively

Families and children

empowered through

service delivery

More effective use of

resources

Co-ordination is a part of

everyone’s job

Common values,

philosophies

Interdisciplinary

approaches

Partners involved as

equals

Programs and services

focus on client needs

Flexible, responsive and

effective services and

programs

Community based with

community support and

participation

Non-categorical flexible

funding for programs

and services

Co-ordination and

collaboration are part of

everyone’s job

Str

uctu

res

Separate

organizations,

mandates, policies,

procedures,

protocols and

legislation

Interagency groups

and committees with

informal structure to

share information

Organizations maintain

separate procedures,

policies, and activities

Interagency groups

that work on

common projects

with common goals

May hire a co-

ordinator to co-

ordinate use of

services

Case management

Interdisciplinary

management team

Protocols and

agreements for

collaboration in place

Legislation and protocols

revised

Partnerships

Integrated funding

source at community

level

Interdisciplinary delivery

of service

Pro

cesses

Each agency

provides mandated

services and

programs for specific

client group

Funding is provided

for mandated single

focus programs and

services

Identify groups

providing services and

programs

Share information on

programs and services

Acknowledge

common customers

Assess needs

Identify resources

Make referrals to other

agencies

Work together to

identify needs and

resources

Work together to

plan and achieve

shared or

compatible goals

Identify and eliminate

gaps and duplication

by shifting resources

Joint planning

Set common goals with

shared commitment

Revise/develop protocols

and legislation

Job descriptions

rewritten

Evaluation of

collaborative process

and effectiveness of

services

Community assesses

capacities and needs,

plans and implements

programs

Rewrite job description

and redirect staff and

funding to deliver holistic

service

Work collaboratively to

eliminate gaps and

barriers and achieve

common set goals

Provide ongoing

professional

development on

collaborative process

Evaluate effectiveness of

service integration and

delivery

Fragmented Services Co-operation Co-ordination Collaboration Integrated Services


ISDM initiatives within and across departments by providing support for interagency projects that

meet criteria involving integration of services. An integrated and collaborative approach to systems

governance, management and administration does not happen naturally. It is essential, therefore,

that processes and procedures that support integration and collaboration at the systems level

be developed and implemented. Within this ISDM a framework is needed to provide a vehicle for

promoting the necessary consistency and coherence of quality improvement processes within and

across departments.

Agreed outcomes and performance indicators between departments for better integrated service

delivery would ensure greater consistency. All too often, innovation, programs and service delivery

are driven by crises or one-off initiatives. The questions that need to be asked are: Are we doing

the right thing? Are we doing it well? And, how do we know? This process of accountability

and measures needs to be designed to support departmental learning and service/program

improvements. Support needs to be available when departments or staff have difficulty in making

improvements to the quality of service. Engendering this process will be the requirement of a clear

and common understanding about standards, improvement and how success is measured.

A key challenge is determining precisely what to measure. Priority should be placed on measuring

the actual results — the outcomes — of services and programs. Involving service providers,

clients, and employees in this planning process will enhance the likelihood of devising meaningful

measures. Understanding the difference between outputs and outcomes is important in developing

this framework. Essentially, outputs relate to “what we do” and outcomes refer to “what difference

is there.” In the past we’ve tended to focus on the outputs; now we need

to focus on the outcomes. Outcomes are the “why” of what we do.

These “whys” are the foundation for the activities in which we engage.

And the things measured — the outputs — need to correlate to this

foundation.

The challenge is to develop meaningful measures that

are focused on performance efficiency, quality and

especially on program results — that is, the actual

impact of a program or service on the people it is

designed to serve. Engaging a culture of support and

challenge within and across departments is a crucial

element in quality improvement. So too is a commitment

to involve stakeholders in the evaluation and improvement of

services. Continuous evaluation of the extent to which client

expectations are being met is not only necessary to validate the

success of a service delivery approach, but more importantly for

continuous improvement. Innovation and continuous improvement

are both key to the sustainability of government transformation.

Innovation does not always imply the creation of a new means of

service delivery, or the development of new technologies/systems

to improve efficiency or effectiveness. Innovation is an approach that

can be used to modify existing systems and processes, or introduce

new changes to processes and systems that will drive efficiency and

effectiveness on an ongoing and sustainable basis.


The key will be using the information from the data to make continuous and sustained

improvements to services. Central to continuous improvement is self-evaluation. It is not a

bureaucratic or mechanistic process. Rather, it is a reflective process through which staff gets to

know themselves well and identify the best way to improve their services at all levels, and to reflect

upon practice and identify strengths and areas for improvement. It is based on our professional

reflection, challenge and support, and involves us in making informed decisions about actions

which result in clear benefits for children. It establishes a baseline from which to plan to improve

outcomes for children and promotes a collective commitment to set priorities for improvement.

Used effectively, continuous self-evaluation helps us to monitor progress and impact. While

existing data collection systems can be economical sources of performance data, governments

should examine a wide array of collection techniques, including focus groups, surveys and trained

observer ratings. Periodic analysis of performance information is needed to determine whether or

not program activities are on track.

Determining the audience and frequency of performance reporting deserves careful consideration.

Various audiences have differing information needs; reporting formats can be tailored accordingly. It

is important to ensure an ongoing, meaningful connection between the performance measurement

system and important decision making processes. It is doubtful that an agency can ever develop

a perfect set of measures, so it must be open to making adjustments from time to time. Spending

money is no guarantee of results, but by concentrating on results we can enter into a discussion

about whether the current allocation of resources is the most efficient way to achieve goals.


Recommendation 11

The provincial government establish a formal provincial children and youth mental health

network and strategy that will facilitate more effective planning and service co-ordination

across all related departments and community service providers.

A great area of concern among

stakeholders is how we can

better meet the mental health

needs of children and youth.

Research indicates that mental

illness now constitutes the

most important group of health

problems that children suffer.

Much of the literature points to

fragmentation of services as a

significant barrier to accessing

mental health care. Silo-style

programs are disconnected from

other mental health and general

health care. Kowalewski (2008)

found that current practices

in providing child and youth mental health services in Canada does not meet the Canadian

Psychiatric Association’s benchmark wait times, particularly for routine care. A common thread

within this theme of mental health with stakeholders was the stigma associated with mental health.

Data from the Canadian Youth Mental Health and Illness Survey indicate that 63 percent of youth

point to embarrassment, fear, peer pressure and/or stigma as most likely to keep a person their

age from seeking help.

Although programs can been seen tackling this stigma issue, much more work is needed in this

area. Data from the Canadian Youth Mental Health and Illness survey indicate that 42 percent

of youth said they would turn to their schools for information on mental illness. A model that is

showing promising signs of success is the Mental Health Capacity Building for Children Youth

and Families Initiative in Alberta. In this initiative mental health promotion, prevention and early

intervention services are integrated into and provided in a school setting. Support and knowledge

is provided to school staff and other community service provides to build their capacity to support

children, youth and families. The purpose of the initiative is to provide the staffing and structures

required to implement an integrated mental health promotion and prevention program. This

initiative is community-driven by partners at the local level to address the capacity building and risk

reduction service components in selected at-risk communities –specifically targeted to children

ages 0 to 19 years and their families.


The aim is to increase coping, knowledge and skills of children and youth to enable them to make

better choices and adopt behaviours to self-protect their physical and mental health, at as early an

age as possible. Project sites also reach out to parents and other family members to assist them in

their skill and capacity to create an environment conducive to mental wellness. This initiative was

based on an interagency approach with an average of 6.37 to 8.33 partners per project.

Research by Charlotte Waddell (2002) from the University of British Columbia on the prevalence

of mental disorders in children and youth indicates in Table 3 the number of children and youth

who may be affected by mental disorders. When putting this research in the context of children

and youth of Prince Edward Island one can see the importance of addressing mental health issues

within this population.

Disorder Prevalence (%) Approximate Number in PEI1

Any anxiety disorder 6.5 2,145 Conduct disorder 3.3 1,089

Any depressive disorder 2.1 693 Substance abuse 0.8 264 Pervasive development disorder 0.3 99 Obsessive-compulsive disorder 0.2 66

Tourette’s disorder 0.1 33 Any eating disorder 0.1 33 Bipolar disorder 0.1 33

Any disorder 15 4.950 1

The approximate numbers are exacerbated in actuality by knowing the majority of children and

youth are never identified or offered services. Services for mental health across the province are

not keeping pace with existing needs or expected demands. Access to mental health services and

supports is the number one concern of stakeholders. And what people want is not complicated or

complex, just better access to services and programs. One of the clear and consistent messages

from stakeholders is a sense of urgency and the need to get on with changes to expand and

improve access to mental health services across the province. The need for a comprehensive,

province-wide plan to address key issues in mental health and provide people and their families

with access to the services they need is a crucial next step.

Table 3 – Prevelance of Mental Disorders in Children and Youth


Ongoing treatment of mental illness is critical. But there is a growing recognition that much more

can be done to prevent mental illness and promote positive mental health. A number of provinces,

specifically Alberta, British Columbia and Saskatchewan, have developed specific strategies to

address the benefits of effective prevention, early intervention and treatment programs.

Specific strategies include:

an early intervention approach with appropriate linkages to other agencies to increase the

timeliness of services;

in the community (e.g., improved pre-natal and post-natal screening, etc.);

expectant parents, new parents and infants, and parenting supports and skills programs

families in at risk situations;

(e.g., children who are a threat to themselves and others, children with FASD, ADHD, etc.);

empathy and mental health, such as Safe and Caring Schools, and enhancing the mental

health component of the health curriculum to increase awareness of mental health issues and

reduce stigmatization;

health needs; and

decrease negative labelling of children with mental illness.

Not only are more services required for children and youth with mental illnesses, but in the long-

term, treating mental illness in children, reducing the risk, and supporting families and communities

will help avoid the much greater downstream costs resulting from the prevalence of mental illness

in children and youth.


Recommendation 12

The provincial government develops and implements a detailed strategic plan for

Youth Substance Use and Abuse built on principles of community development and

inter-sectoral collaboration. Within this plan, goals, objectives, implementation, outcomes

and measures need to be communicated to all stakeholders in order to support a

continuous improvement model across sectors.

Addiction has an impact on every publicly funded system in Prince Edward Island. Many youth

and families who suffer from substance abuse access multiple services. The Canadian Centre on

Substance Abuse gave an overview of provincial costs attributed to alcohol, tobacco and illegal

drugs. Overall, the cost of substance abuse was uniform across Canada. Prince Edward Island’s

total estimate substance abuse cost was $162.5 million which roughly equals $1,162 per person.

Preventing drug use before it begins is a cost effective, common sense way to build safe and

healthy communities.

Research on adolescent

brain development

shows the value of

focusing prevention on

young people: those

who reach the age of

21 without developing a

substance use problem

are very unlikely to do

so afterward. A critical

issue in substance abuse

prevention is the gap

between what is known

to be effective and what

is actually being done in

practice. Youth stakeholders expressed an overwhelming sense of urgency about the need for their

peers to access effective prevention and treatment services. They felt that services and programs

do not start early enough in schools and are not consistent among schools.

All sectors of the community, especially parents and youth, are needed in successful prevention

work. Members of the education, health, justice and community service communities are critical

partners in substance abuse prevention, intervention and treatment efforts. We need to move

beyond educational programs that focus simply on impacting knowledge about substances and

the adverse effects. Communication strategies influence community norms as well as increase

public awareness about specific issues and problems related to substance abuse. As the 2008

PEI Youth Substance Use and Addiction Strategy Framework indicates, stakeholders are pleased

with existing education and awareness programs.


Stakeholders felt the need for the following:


Conclusion

Children and young people in Prince Edward Island need to be given every opportunity and

support to become confident individuals, successful learners, effective contributors and

responsible citizens. Every child has the right to be safe, healthy, active, nurtured, achieving,

respected, responsible and included. This requires every person working with children, young

people and families to do everything possible to make sure that children’s and youth’s needs

are at the centre of assessment, planning and action. “Getting it right for every child,” should

underpin our approach to the delivery of child and family services in Prince Edward Island. We

need to work collaboratively to achieve a positive shift in cultures, systems and practice to

embed a “getting it right for every child” approach into everything we do. We want to support

every child, regardless of their circumstances, to grow, develop and reach their full potential.

This includes working within a common framework of understanding to identify, at the earliest

stage, children, young people and families who are vulnerable and require additional support

and to help children and young people through the key transition points in their lives.

An extensive information-gathering process was conducted between July of 2010 and

October 2011 with input from approximately 600 stakeholders. Stakeholders across the

province were consulted with the goal of collecting information on how children, youth,

families and staff feel regarding access to services and how service delivery can be improved.

This was one form of stakeholder input. Other methods included written submission using

an online tool or by regular mail. Specific groups or individuals also requested meetings with

the commissioner. I was also fortunate to have the opportunity to travel across the province

to see first-hand the programs in place for children and youth. This also gave the opportunity

for stakeholders to provide feedback. A great deal of knowledge was shared throughout this

process. Many of the submissions and interviews were extremely thoughtful and carefully

prepared. I was often overwhelmed by both the interest shown and the effort to which

stakeholders went to share their viewpoint.

An integrated and collaborative set of plans and strategies for children and youth is not yet in

place in Prince Edward Island. The development and implementation of a provincial child and

youth strategy that guarantees children and youth become a high priority in the province and

that all children get a good start in life is crucial. This undertaking cannot be accomplished

by the provincial government alone. Therefore, collaboration with other governments and a

range of community stakeholders to ensure the strategy becomes relevant in all areas, at all

organizational levels, and that the strategy reflects Prince Edward Island’s commitment to

our children and youth is the key. Although the recommendations represent the predominant

themes from the stakeholders, it should be noted that other areas of concerns were voiced. It

is important that these concerns are addressed within the provincial child and youth strategy.


Areas of concern regarding children and youth were:

Similar concerns from past children and youth reports are still with us and have become more

extreme and significant. Although stakeholders expressed a concern regarding another report

and the impact it will actually have on children and youth services, conditions at this point in

time throughout Canada have many concluding that fundamental changes must be made to

create a new vision, and to find a new direction for the good of our children and youth.

Here in Prince Edward Island it was clear as I spoke to stakeholders that the will to effect

change and see it through is strong. Perhaps it has never been stronger or more broadly

supported than it is now.


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Appendixes

Appendix A

Newspaper Advertisements

Le commissaire à l’enfance et à la jeunesse étudie actuellement la prestation des services aux enfants et aux jeunes du gouvernement à l’Île-du-Prince-Édouard dans l’ensemble de la province.

L’apport des Insulaires lui est important. Qu’est-ce qui fonctionne? Où les améliorations sont-elles nécessaires?

Veuillez consulter le site www.gov.pe.ca/childandyouth pour en savoir davantage et pour laisser vos commentaires.

Vous pouvez également communiquer avec le commissaire par téléphone, courriel, télécopieur ou courrier.

M. Jeff Clow Bureau du commissaire à l’enfance et à la jeunesseÉdifice Holman250, rue Water, bureau 101Summerside (PE) C1N 1B6

902-438-4872 (téléphone)

902-438-4874 (télécopieur)

[email protected]

Appendix B

Terms of Reference

Purpose

The purpose of this project is to review service delivery to children and youth (0 to 21) in Prince

Edward Island within the following departments:

• Education and Early Childhood Development

• Health and Wellness

• Community Services, Seniors and Labour

• Justice and Public Safety

Objectives

The review has two main objectives:

1. to gauge the perceived efficiency and effectiveness of overall service delivery to children

and youth, and

2. to identify best evidence based practices provincially and nationally on human service

integration.

The review will use stakeholders’ input on service delivery and identify themes through a

thematic analysis of the data received through stakeholders, the review of models/services and

Government reports.

Desired Outcomes

• Develop a baseline inventory of resources, programs, staffing, expenses, caseloads and

multi-departmental use by clients.

• Engage stakeholders in the process to gather information regarding services to children

and youth.

• Develop recommendations that will provide guidance and direction based on the

information gathered during the baseline inventory and stakeholder input process.

Advisory CommitteeThe role of the Interdepartmental Advisory Committee will be to share information with,

and provide advice and direction to the commissioner as the project proceeds. Monthly meetings

will be scheduled to update and receive feedback from the Advisory Committee.

Members:Jeff Clow – Child and Youth Commissioner

Sandy MacDonald – Deputy Minister

Tracey Cutcliffe – Deputy Minister

Shauna Sullivan Curley – Deputy Minister

Sharon Cameron – Deputy Minister

Doug Clow – Deputy Minister

Appendix B Terms of Reference – continued

Responsibilities• Review draft summary of background research/inventory at completion of Phase I.

• Review draft of findings of stakeholder input at completion of Phase II.

• Review draft of recommendations at completion of Phase III.

• Review final report.

Timeline and ScopePhase One (September 2010 to March 2011)

• Baseline Inventory

• Resources

• Programs

• Staff

• Expenses

• Caseloads

• Client Multi-departmental Use

Phase Two (January to October 2011)

Stakeholder Input

• Youth

• Community

• Consumer

• Departments

• NGOs

• Online Submissions

Phase Three (November to December 2011)

Recommendations

• Based on baseline inventory, stakeholder input information and best evidence based

practices.

ProcessStakeholder Input

The child and youth commissioner will be consulting with stakeholders across the province with

the goal of collecting information on how children, youth, families and staff feel on how access to

services and service delivery can be improved. This will be one form of stakeholder input. Other

methods will include written submissions using an online tool or by regular mail. Specific groups

or individuals may also request a meeting with the commissioner. The commissioner will also be

travelling across the province to see first-hand the programs in place for children and youth. This

will also give the opportunity for stakeholders to provide feedback.

Review Models/Services

A review of the models and service delivery involving children and youth will be looked at in

each department. This will involve meeting with departments and service providers to gain a

better understanding of the services provided in each department. Other models provincially and

nationally which have been successful and which are anchored in best practices and research will

also be reviewed in this process.

Analysis and Synthesis

Information, feedback and evidence-based best practices that were gathered during the

stakeholder input and review process will be used to compile strengths, weakness and

opportunities within the systems.

Recommendations

The recommendations will provide guidance and direction in identifying and capitalizing on

already existing best practices while exploring new initiatives that will promote interdepartmental

collaboration, integration and program implementation.

Targeted Stakeholders

Several key stakeholders have been identified to assist in the gather of information related to

service delivery to children and youth. For each stakeholder one or more of the following may

apply:

Awareness – knowledge that the project is underway

Understanding – regarding the desired outcomes, scope and general process that is being

used

Input – provision of knowledge and/or experience in service delivery to children and youth

Stakeholder Group Awareness Understanding Input


Guiding Principles for Recommendations

Recommendations developed will be:

1. focused on the improvement of service delivery for children and youth;

2. flexible and respond to the emerging needs and issue of children and youth;

3. made within the context of the current levels of financial and human resources;

4. pragmatic and directly applicable to service delivery design, and should present a “menu

of possibilities” framework that allows shifts in realities of available resources and funding;

5. to provide guidance and direction based on the information gathered during the process;

6. based on cross departmental coordination and collaboration of services; and

7. based on sustainability of services for children and youth.


Appendix C

Stakeholder Input

Appendix C Stakeholder Input – continued

Department/Division Data CollectionYour Name

Department

Division

Budget Allocation

I would like to thank you, in advance, for your cooperation with this baseline inventory. It is aprocess we will be conducting with each of the four departments. The data collected will beuseful as we review the programs and services available to children and youth. As you know, Iwill also be meeting with departments and service providers to gain a better understanding ofthe services provided in each department. I understand it might be challenging to gather allthe information requested on the form, but every detail is important in providing a completepicture of the services we currently offer our children and youth. If I can be of assistance,please do not hesitate to contact me.

Jeff ClowChild and Youth Services Commissioner

Section A

Please provide the following Information for your respective Department/Division.Please provide the data for the time period: April 1 2009 March 31 2010

Number of FTEs

Number of Administration FTEs

Service volumes

Wait list

Wait time

B a s e l i n e I n v e n t o r y : J u s t i c e a n d P u b l i c S a f e t y Page 2

Section B

Please indicate the Departments/Divisions with which you have interacted to provideservices to children and youth.

Check ( ) the applicable boxes

Department/Division ReferralsReceived

ReferralsSent

CaseCoordination

JointPrograms

Department of Health and Wellness

Mental HealthAddictions

Speech Language Pathology/Audiology

Department of Community Services, Seniors andLabour

Family TiesChild and Family Services

Department of Education and Early ChildhoodDevelopment

Healthy Child DevelopmentStudent Services

Special Education ServicesAutism Services

Department of Justice and Public Safety

Youth Justice ServicesYouth ProbationPEI Youth CenterClinical Services

Community Youth WorkerYouth Service Worker

Youth Intervention Outreach Program


Section D

Please list any Non Governmental Organizations (NGOs) programs or services to which yourefer clients, or collaborate with, in providing services to children and youth.

Non Governmental Organizations Program/Service

Section C

Please list the programs and services offered to children and youth within yourDepartment/Division and the targeted clients

Program/Service Targeted Clients


Section E

Please ensure the budget figures listed below reflect an accurate account of what yourDepartments/Divisions spends in relation to children and youth.

Youth Justice Services

2010-2011 Budget

% of Total

Expenses 2010-2011 Grants

Administration

Equipment Materials, Supplies and Services Professional and Contract Services Salaries Travel and Training

Total

Summerside Youth Center

2010-2011 Budget

% of Total


Administration


Total


Clinical Services

2010-2011 Budget

% of Total


Administration


Total

Division Management

2010-2011 Budget

% of Total


Administration


Total


Section F

Please use the section below for any information that your Department/Division sees asimportant to include in the baseline inventory.


Section G

Please Circle Yes (Y) or No (N) to the following questions.

Are client surveys on service delivery administered? Y or N

Does your department/division have a recruitment/retention strategy? Y or N

Does your department/division have a child and youth strategy? Y or N

Does your department/division have measureable outcomes for programs and services? Y or N

Does your department/division have cross departmental confidentially waivers? Y or N

Is there an information sharing framework available in your department/division? Y or N

Is there an information sharing framework that crosses the four departments? Y or N

Please use the space below if necessary to clarify any of the above answers to the questions.


Definitions

Section A

Number of FTEs # of full time equivalent (FTE) professional staff to provide services withinDepartment/Division serving children and youth directly.

Number of Administration FTEs # of full time equivalent (FTE) professional staff that provide administration andadministration support within the Department/Division serving children andyouth.

Service volumes # of clients receiving service within Department/Division (April 1, 2009 – March31st, 2010).

Wait list # of clients currently waiting to receive service within Department/Division.

Wait time # of day’s clients waiting for service from date of initial referral to program(Provide average wait time within April 1, 2009– March 31st, 2010 time period).

Section B

Referrals received Does your Department/Division receive clients with some regularity from theDepartments/Divisions listed?

Referrals sent Does your Department/Division send clients with some regularity to theDepartments/Divisions listed?

Case co ordination For clients, does your Department/Division co ordinate and share cases on anongoing basis with the Departments/Divisions listed?

Joint program

Section C

Targeted Clients

Does your Department/Division have any programs with theDepartments/Divisions listed in which clients are served jointly through aformal collaborative effort with these Departments/Divisions?

Those children and youth that are served in that program/service

Appendix E

Online Feedback

child and youth services in prince edward island · 2012. 11. 8. · foreword from premier robert...

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