CTE Practitioner's Guide

Navigating Career and Technical Education PRACTITIONER'S GUIDE

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COPYRIGHT © 2023 This guide was prepared by faculty at Rutgers School of Health Professions funded by the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number 90IFDV0015). For more information or questions, please contact Principal Investigator, Dr. Ni Gao, gaoni@rutgers.edu.

Graphic Design by Ifrah Akhtar 1

About This Guide The CTE Student Toolkit was developed for current and future students with mental health conditions who are interested in accessing and completing postsecondary Career and Technical Education (CTE) Programs. This supplemental guide was designed to assist practitioners in supporting CTE students so they may complete their educational programs and enter their intended CTE field. The guide can be used by a broad audience including mental health practitioners, campus providers such as disability and counseling services staff, and other providers within community based vocational support services. Both the toolkit and guide were created with input from former CTE students, CTE educators and employers, Supported Education experts, and mental health professionals. For additional information, please visit our website: sites.rutgers.edu/cte-study Making the Case for CTE Supports Lack of postsecondary educational attainment can negatively impact employment rates and lifetime earnings especially for individuals with mental health conditions. Furthermore, limited educational attainment and diminished employment opportunities can compound mental health conditions by compromising factors related to the social determinants of health. Lack of educational attainment and employment opportunities have a negative rippling effect on housing stability, access to healthcare, nutritious foods, transportation, and overall financial security.

Supported Education and Supported Employment services were developed to address these needs by building a person’s human capital and their capacity for financial autonomy.

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Framework The CTE Student Toolkit and Practitioner Guide are grounded in the practices of Supported Education (SEd) and Supported Employment (SE). While there are various models of these services, there are core aspects inherent in many of these models. They include: Career planning including vocational assessment, career exploration, development of an educational plan, information on college and training program, labor market surveys, course selection, instruction, support, and counseling.

Academic skill development including skills assessment, skills training and development, disability rights and resources, tutoring and mentoring services, time and stress management, and social supports.

Direct assistance including help with enrollment, accompanying students to access supports or resources, financial aid, education debt, and contingency funds.

Outreach including contacts with campus resources, mental health treatment team members and other agencies such as Vocational Rehabilitation.

Supported Education programs offer a combination of these mobile services tailored to meet consumers’ individual needs. For more information on these evidence-based practices, please refer to ___________.

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Choose-Get-Keep-Leave The CTE Toolkit is organized using the Choose-Get-Keep-Leave framework adapted from the work of Farkas and Anthony (2010).

Below is a brief description of each of phase and some activities/tasks associated with each.

Choose: During this phase of service an educational or career goals is selected and a plan for achieving that goal is developed (GOAL: I want to become a Computer-Aided Drafter. PLAN: I will enroll in a computer aided design and drafting (CADD) program at my community college).

Activities to support exploration of career options and educational pathways are identified and conducted. This may mean using MYNEXTMOVE to do an interest inventory and then take a more indepth look using O*NET at the professions identified.

Get: The GET phase tends to be the shortest and most concrete. In this phase, you and the student work together to fulfill the admission requirements and address critical barriers that might impact attendance and matriculation.

Generally, you’ll start with considering the application requirements and build a plan around completing them. This may include: gathering transcripts from past educational institutions (high school or college), letter of recommendation, writing a personal statement or essay, and completing the demographic section of the application.

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Other important tasks to consider during this phase include transportation, funding, and other competing demands such as child care, family responsibilities, or work. It is also important to pay attention to deadlines and set dates in your plans in a way that leaves some space if needed.

Keep: The goal of the ‘keeping phase’ is to remain at school and increase student success and student satisfaction through the development of skills and support.

This may include working with the student on wellness strategies, connecting them with campus-based resources such as tutoring, counseling services, or social supports, or educating them on accommodations, disclosure in higher education, and disability services.

Leave: There are many instances in which students may need assistance planning for school exit. This may include the end of an educational program, the decision to change schools or move from an associate program to a bachelor program, medical leave for mental or physical health reasons, or the realization that the school, program, major, or higher education in general is not the right thing for them right now.

Through supported education services, students are able to make the intentional choice to “stop” rather than “drop out” or “fail out.”

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Principles of SEd The supports and interventions offered in the CTE toolkit can assist students with mental health conditions in accessing and completing postsecondary CTE programs.

However, it is essential that these services are provided within the context and spirit of SEd services. Practitioners using this guide should incorporate the Principles of SEd into their practice to promote positive educational outcomes.

Supported Education is based on practice principles that serve as the foundation to the approach: Access to an educational program with positive, forward progress is the goal.

Eligibility is based on personal choice.

Supported Education services begin soon after consumers express interest.

Supported Education is integrated with treatment.

Individualized educational services are offered for as long as they are needed.

Student preferences guide services.

Supported Education is strengths-based and promotes growth and hope.

Recovery is an ongoing process facilitated by meaningful roles.

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The Foundation: Creating an Effective Partnership Supported Education emphasizes the presence of a strong working alliance, between provider and student, as a key facilitator of change and positive outcomes. It is critical for practitioners to utilize communication techniques to engage students and build a collaborative relationship.

The Practitioner has a limited window of time after a student is referred to develop a connection, build trust, and a working therapeutic alliance.

Utilizing these strategies will help to develop a strong foundation of mutual respect and the rapport needed to begin working on the young adult’s career goals.

Talk with the student to identify the best means of communication (text, phone, email) and use that to communicate. Don't expect the student to conform to your style of communication, you can further the relationship by using their preferred means.

To effectively provide vocational support practitioners need to merger clinical skills and vocational knowledge. This means having both the ability to develop partnerships with students as well as key stakeholders in the world of work and education.

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CTE Practitioner's Guide Table of Contents Acknowledgement—1 How To Use This Guide—2 2 How to Choose a CTE Major or Field—9 3 Funding CTE Education—21 4 The Application Process—27 5 Starting a CTE Program—33 6 Accessing Accommodations—41 7 Building Skills—47 8 Maintaining Wellness—57 9 Developing Resources—66 10 Plan for Graduation & Transitioning to Work—73 Contributions—80 Note: Since this guide accompanies the Student Toolkit, not all chapters from the student version will have material covered in this guide. We have only included extra guidance on the chapters selected above.

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CHAPTER 2: HOW TO CHOOSE A CTE MAJOR OR FIELD PRACTITIONER'S INTRODUCTION AIM The aim of this section is to support you, the practitioner, in exploring CTE fields with students so they may choose their career pathway. Career planning is a core component of intentional services that offer opportunities for students to reflect on their long-term vocational goals. Completion of the career planning process will limit wasted time, energy, money, and additional resources on vocational goals that do not align with the student’s preferences, interests and, or values.

WHEN TO USE THIS SECTION To inform the development of educational and vocational goals.

To confirm educational and vocational goals for enrolled CTE students that enter your services.

To help a student change majors if they no longer want to pursue an educational/ vocational goal.

NOTE: Refer to this section to help people make informed choices about their educational & career goals.

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CHAPTER 2: HOW TO CHOOSE A CTE MAJOR OR FIELD PRACTITIONER'S INTRODUCTION Practitioners providing CTE career services should engage each person in choosing a CTE field that matches their identified values & interests. People may not often think about their values and interests or do not have many opportunities to formally explore these areas. Therefore, make sure you take the time to educate each person in service about what values and interests are and provide ample opportunity to help the person identify their own values and interests so they can choose a CTE career pathway that is a good fit.

CTE Student Toolkit pg: 7

Values are what you believe to be important or have worth.

Values are deeply held beliefs that may inform specific behaviors, attitudes, and ideas Values direct your everyday actions Choices and decisions people make are influenced by their values including things such as where they live, or work; who their friends are, and even the clothes they wear.

Interests are subjects that you find fascinating, that bring you joy, and that spark curiosity or passion.

Interests are critical to the process of career development Connecting interests to vocations can show a person that school & work can be in-line with something they love Exploring interests helps to expose people to new information, new educational opportunities, or new employment opportunities Exploring interests allows a person to learn more about themselves as it relates to the world of work (continued on next page)

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CHAPTER 2: HOW TO CHOOSE A CTE MAJOR OR FIELD PRACTITIONER'S INTRODUCTION Methods for Identifying Values Values help to determine life priorities, and they influence decision-making for educational and employment goals. For example, a person who values wealth might prioritize a CTE educational program and career that makes the most money. On the other hand, a person who values work-life balance might enter a CTE field that requires a 40hour work week as opposed to a 70-hour work week. When a person’s actions or choices do not match their values, they may become discontent, especially with their educational program and or career.

Because values are so heavily influenced by culture, this activity is an excellent way to learn more about the influencing factors on people’s values. Be sure to further explore any significant differences between the values of the person in service and the values matched with their preferred educational and employment goals. Note, it is not our job to resolve any incongruence, but we should help support each person in navigating that process for themselves.

Use the following two approaches to explore career values.

1. Real-life experiences from work or school with each person receiving services.

You can explore the following questions to further define values and preferences.

Describe your past work and school experiences.

What did you like? What did you dislike?

How did your co-workers/classmates interact?

How did your supervisor/professor interact with staff/students?

Was the setting like? Formal or informal?

What did you like best about this job/educational experience?

What did you dislike the most?

What skills did you use/learn?

How did you feel at the end of the day?

How did you feel in the 12 hours leading up to going to work/school?

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CHAPTER 2: HOW TO CHOOSE A CTE MAJOR OR FIELD PRACTITIONER'S INTRODUCTION Methods for Identifying Values (continued) Another approach to exploring career values is through more formal means of evaluation and require the use of surveys/tools. You can conduct values assessments using the following resources. These assessments vary in approach, but all require the person to use self-reflection and self-reporting to prioritize their personal values. These tools can be used in session and can be done over the course of several sessions or as preferred by the person.

2. Assessments Values Card Sort: http://www.motivationalinterviewing.org/sites/default/files/valuescardsort_ 0.pdf http://thegoodproject.org/toolkits-curricula/the-goodwork-toolkit/valuesort-activity/ O*NET Career Values Card Sort https://www.onetcenter.org/dl_tools/WIL_zips/WIL-Cards-deskv.pdf https://www.careeronestop.org/ExploreCareers/Assessments/workvalues.aspx Methods for Identifying Interests You can begin exploring a person’s interests by starting a discussion on the topic. Using your good communication techniques, you can help a person explore the things that peak their attention and joy. Questions that you can ask to explore interests include: What do you like to do?

What do you want to do?

Consider these additional following areas when exploring interests: Content of the educational program or job Type of education or job Location or setting of the educational program or job Contact with others

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CHAPTER 2: HOW TO CHOOSE A CTE MAJOR OR FIELD PRACTITIONER'S INTRODUCTION Methods for Identifying Interests (continued) A second approach to exploring interests includes using more formal tools and evaluations for self-reflection and self-reporting. These approaches will require the person to utilize self assessment and self reflection to consider all of the possible things and areas that make up their interests. Again, please use your communication techniques when engaging in these approaches.

Self Evaluation Make list of interests and hobbies and review each item Discuss hobbies, subjects of interest, and things the person likes to do in their spare time Job Shadowing Contact a job site & arrange for shadowing Job seeker observes employee and takes notes Discuss findings: Is this a desirable CTE field for the student

Self-Directed Search (SDS) by John Holland The Self-Directed Search (SDS) is the most widely utilized and researched career interest inventory in the world. This assessment is a easy-to-use and helps individuals find the career or field that best matches their interests and skills. This self-reporting survey asks questions about peoples aspirations, activities, competencies, and preferred occupations.

O-Net Interest Inventory/Profiler: http://www.onetcenter.org/IP.html or http://www.mynextmove.org/explore/ip This is a modified and free version of the SDS. 14

CHAPTER 2: HOW TO CHOOSE A CTE MAJOR OR FIELD PRACTITIONER'S INTRODUCTION Methods for Identifying Interests (continued) Career Exploration Inventory (CEI) A career assessment tool developed by John J. Liptak, Ed.D, based on the US Department of Education's 16 Career Clusters. This tool asks people to explore the history of their interests, answering questions about past, current, and future areas of interest. The CEI allows users to explore and create plans based on their interests for three major life areas-employment, education, and leisure.

Completing interests and values assessments are essential to career services. However, the most important piece to this process is what you, the practitioner, and the person in CTE career services do with the results of these evaluations thereafter.

The results of each formal and informal assessment should be reviewed and discussed thoroughly. Additionally, the information should be confirmed with the person in service.

If the person disagrees with the results of the SDS or CEI than further evaluation and discussion should take place. We should never force a person into a CTE field because an assessment reported that this was their best career match. Therefore, the person is the expert in their values and interests NOT the assessment.

Once values and interest assessment results have been confirmed and validated by the person in service, you may then begin the process of exploring the CTE fields that match these areas. The Occupational Information Network (O*NET, a free online occupational database) is a good resource for conducting this exploration. Other options for confirming CTE areas of interest include: job shadowing of CTE positions, informational interviews with CTE students or CTE workers, and CTE program interviews or campus tours.

Conducting further exploration and confirmation strategies will ensure a good CTE job match. This is an important process as it prevents people from entering CTE programs or fields that would be poor matches which would cause decreased success and satisfaction as well as wasted time and money. Your due diligence in this area will support the person’s entry into a CTE field that yields both success and satisfaction.

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CHAPTER 2: HOW TO CHOOSE A CTE MAJOR OR FIELD PRACTITIONER'S INTRODUCTION Use of Motivational Interviewing for CTE Exploration Motivational Interviewing (MI) is a counseling approach that helps individuals explore and resolve ambivalence about change, including academic or vocational changes. Here are some key strategies for practitioners on how to use MI to explore the pros and cons of choosing a Career and Technical Education (CTE) program with students who have mental health conditions: Establish a Safe and Empathetic Space: Begin by creating a supportive and nonjudgmental environment. This can help the student to openly express their thoughts and feelings about choosing a CTE program.

Express Empathy: Use reflective listening to understand the student's perspective and feelings. This helps to build rapport and shows the student that their feelings are valued and understood.

Explore Ambivalence: Many students may feel unsure about choosing a CTE program.

Encourage them to express their doubts and concerns. This can help them gain a clearer understanding of their own feelings.

Elicit Self-Motivational Statements: Encourage the student to express their reasons for considering a CTE program, how it might be beneficial for them, and how they might overcome potential challenges.

Use Open-Ended Questions: Ask questions that require more than a 'yes' or 'no' answer. This will promote a deeper exploration of the pros and cons. For instance, instead of asking, "Are you interested in this CTE program?" ask, "What interests you about this CTE program?"

Reflective Listening: Paraphrase or summarize what the student has said to show understanding and encourage further exploration. This can help the student further clarify their thoughts and feelings.

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CHAPTER 2: HOW TO CHOOSE A CTE MAJOR OR FIELD PRACTITIONER'S INTRODUCTION Use of Motivational Interviewing for CTE Exploration (continued) Affirming: Acknowledge the student's strengths and efforts, reinforcing their capability to make informed decisions about their education.

Summarize: Summarizing can help the student to see the 'big picture'. Recap the pros and cons they've expressed to ensure all important points have been discussed.

Develop a Change Plan: If the student decides to pursue a CTE program, work with them to develop a plan that supports their decision and addresses potential challenges for entering the program or maintaining matriculation.

Remember, Motivational Interviewing is not about persuading or telling students what to do, but rather, it's about supporting them in exploring their own feelings and making informed decisions.

Notes:

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CHAPTER 2: HOW TO CHOOSE A CTE MAJOR OR FIELD PRACTITIONER'S INTRODUCTION Choosing the right Career and Technical Education (CTE) program is a critical decision that can significantly impact a student's future. As a practitioner, you can provide valuable guidance in this process. Here are some tips to help you explore and differentiate between accredited, reputable CTE schools and potentially predatory, unaccredited ones:

CTE Student Toolkit pg: 20

Accreditation Checks: Start by verifying the school's accreditation status. Accreditation ensures that the institution meets certain standards of quality and integrity. You can check a school's accreditation status via the U.S. Department of Education's Database of Accredited Postsecondary Institutions and Programs.

Reputation Research: Investigate the school's reputation. Look for reviews from former students and evaluate their success rates, job placement rates after graduation, and satisfaction with the program. Be cautious of schools with overwhelmingly negative reviews or questionable reputation.

Evaluate the Curriculum: Reputable CTE programs should have comprehensive, up-to-date curricula that align with industry standards. Be wary of programs that lack clearly defined course content or that don't seem to offer thorough training in the field. (continued on next page)

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CHAPTER 2: HOW TO CHOOSE A CTE MAJOR OR FIELD PRACTITIONER'S INTRODUCTION Inquire About Faculty: Good schools have experienced, knowledgeable instructors.

Look into the qualifications of the faculty members - they should have solid backgrounds in the subjects they're teaching and relevant industry experience.

Look for Transparency: Reputable schools should be upfront about tuition, fees, and the financial commitment required. They should also provide clear information about graduation rates, job placement rates, and potential earnings in the field of study. Be cautious if this information is hard to find or if the school seems reluctant to provide it.

Examine Support Services: Look for schools that offer comprehensive support services, including disability services, academic tutoring, and mental health resources. If these services are lacking or not clearly defined, it could be a warning sign.

Watch Out for High-Pressure Sales Tactics: Predatory schools often use aggressive marketing tactics and pressure potential students to sign up quickly. Reputable institutions will give students time to consider their decision and won't rush them into enrolling.

Check for Legal Issues or Complaints: Look for any legal issues, lawsuits, or complaints against the school. This information can often be found online or through the Better Business Bureau.

Engage with Professional Associations: Reach out to professional associations relevant to the program of interest. They can often provide insight into reputable programs and potential red flags for certain schools.

By considering these factors, you can help students make an informed decision about their CTE program, potentially saving them from wasted time, money, and unfulfilled career aspirations.

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CHAPTER 2: PRACTITIONER'S INTRODUCTION

CHAPTER 2 CHECKLIST Assess and review career values with CTE student Assess and review career interest with CTE student Explore CTE covactional pathways that align with CTE student and interests on O*Net Complete informational interviews with CTE workers and/or students Complete CTE job shadowing Complete CTE educational program tours Develop CTE vocational goals based on preferred values and interests

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CHAPTER 3: FUNDING CTE EDUCATION PRACTITIONER'S INTRODUCTION AIM Money for school is often cited as one of the top barriers to education. The aim of this module is to provide an overview of various funding streams for education.

WHEN TO USE THIS SECTION Use this section to assist students in understanding funding options available to them based on the type of educational program they are interested in attending.

NOTE:

It is important to note that the type or location of the CTE program will impact the type of funding available. For example, a student attending a Certified Nursing Assistant program at a proprietary medical technical program that does not receive state or federal funding would not be eligible for a federal grant or work study program. That student may need to find scholarships, apply for funding through Vocational Rehabilitation, take out a private loan, or use financing offered through the educational program. Whereas a student attending a community college for a Respiratory Care Technology Associate in Applied Science degree would be federal and state aid eligible.

CHAPTER 3 CHECKLIST Explore funding options based on type of educational program Assist student in seeking out scholarships Assist student in applying for funding Research process of applying for Vocational Rehabilitation funding Assist student in assessing costs for school supplies and books 22

CHAPTER 3: FUNDING CTE EDUCATION PRACTITIONER'S INTRODUCTION Federal and State Financial Aid One of the most critical tasks during this phase is the exploration, identification, and securing of finances to fund the educational pursuit. The practitioner should be well versed in the Federal and State Financial Aid options available to the perspective student.

CTE Student Toolkit pg: 22

This includes knowing the difference between subsidized and unsubsidized student loans, the deadlines to apply for aid, and the process of completing the Federal Application for Student Aid (FAFSA). Federal Student Aid is an office under the United States Department of Education that manages federal assistance programs such as grants, loans, and work-study. One of their primary tasks is developing the FAFSA and processing the completed applications.

Typically, the application for state aid is rolled into completion of the FAFSA however, the state may require additional paperwork or documentation. The practitioner should make the person aware of this.

Additionally, the student should be educated on the implications of taking out student loans including default and accrual of interest.

Vocational Rehabilitation

CTE Student Toolkit pg: 23

The practitioner should provide linkage to the state’s Vocational Rehabilitation (VR) services. Knowledge of the process and advanced preparation goes a long way in successfully securing funds for education from VR. Articulation of an educational goal and knowledge of the labor market, especially job growth, is essential.

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CHAPTER 3: FUNDING CTE EDUCATION PRACTITIONER'S INTRODUCTION Scholarships

CTE Student Toolkit pg: 24

Often, funding for education must be pieced together from multiple sources including Federal and state aid, Vocational Rehabilitation, and scholarships funds.

Scholarships can come from many places such as the school, community, or public and private organizations. They are usually offered to students who meet certain requirements (Biology majors, a grade point average over 3.5, student volunteers at a senior center, or students with mental health conditions).

Often the completion of FAFSA and application to the college or university is enough to trigger applications for school based scholarships but other opportunities need to be sought out and applied for.

Registered Apprenticeship Programs

Applying for a registered apprenticeship program is another means to access a variety of industries.

Apprenticeships blend academic and technical education with paid work experience that can lead to certificates of completion, national certifications, development of a professional network, and gainful employment. If accepted into an apprenticeship program, employers provide a competitive salary to apprentices during their training.

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CHAPTER 3: FUNDING CTE EDUCATION PRACTITIONER'S INTRODUCTION Satisfactory Academic Progress

Students receiving Federal Student Aid are required to maintain eligibility. School must adopt a process of assessing Satisfactory Academic Progress (SAP) to determine if a student is meeting all their education requirements and is on target to graduate on time with a degree or certificate. This process may vary across schools.

For more information: studentaid.gov/understandaid/eligibility/staying-eligible CTE Student Toolkit pg: 25

At most institutions accepting Federal and state aid there is an on-site resources for answering questions and explaining all that is aid related. The practitioner should be familiar with this resources and make the student aware of where to find it and how to utilize it.

They should work to build a relationship with the financial aid personnel at the educational program.

Justice System Involvement

In the event the prospective student has a history of justice system involvement, the practitioner should know the facts and be able to help them seek alternative funding streams.

Check out the Reentry After Incarceration section of the Resource List in the Student Toolkit.

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CHAPTER 3: FUNDING CTE EDUCATION PRACTITIONER'S INTRODUCTION

CHAPTER 3 CHECKLIST Pending

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CHAPTER 4: THE APPLICATION PROCESS PRACTITIONER'S INTRODUCTION AIM: The aim of this chapter is to assist the practitioner in providing structure and support to students through the process of applying for school and meeting deadlines associated. This process may include completing an application, participating in an admissions interview, placement exams, and beginning to research transportation options.

Much of the tasks during this time will require action by the prospective student however, the assistance of the practitioner, especially with skill development (e.g. time management, calendaring, organization), can profoundly impact successful completion of applying to the educational program of the student’s choice.

WHEN TO USE THIS SECTION: Read this section prior to when a student is ready to apply to know what to prepare for.

Use this section during the process of applying to educational programs.

The Application & The Cost of Applying: Most schools require a non-refundable application fee to process the application for admission.

Practitioners can assist students in budgeting funds, requesting a waiver for this fee, or finding community-based programs to assist with the cost. Students may need additional funds for requesting official academic transcripts from past educational institutions. The admissions process varies from one program or school to the next.

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CHAPTER 4: THE APPLICATION PROCESS PRACTITIONER'S INTRODUCTION Contact the program or use the internet to identify the process for admission. There is usually a paperwork component which includes demographic information and educational history. A writing sample, personal statement, or portfolio may be required. The student should follow the guidelines provided by the school or program regarding content and length of supplemental materials.

Other common components of the admission process include submission of academic transcripts, letters of recommendation, and admissions interviews. Programs often ask for proof of high school completion or high school equivalency completion and may require documentation from previously attended post-secondary education.

Students may have to submit official academic transcripts and/or copies of diplomas earned.

Students may also be required to submit letters of recommendation or the names and email addresses of people that can provide a recommendation. Practitioners may need to provide assistance identifying the right people to ask for recommendations.

Practitioners may need to assist the prospective student in seeking out records. Some students may have completed secondary or post-secondary programs many years ago or in another country. This may require many phone calls or emails to find the right information. The practitioner should offer support, guidance, and a sense of hope.

Be aware that some educational programs are using a standardized application which allows students to complete one application that can be submitted to multiple schools. This can streamline the application process and help with organizing material.

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CHAPTER 4: THE APPLICATION PROCESS PRACTITIONER'S INTRODUCTION

Admissions Interviews

Some programs may require prospective students to participate in admissions interviews.

Practitioners should help prepare the student for these interviews. Mock interviews and role plays are two strategies to assist students in practicing responses to tough questions and building the skills necessary to be successful. The practitioner may need to work with the student to seek out and select interview attire or supplies required.

Placement Testing

Nearly all two year and many public and some private four year post-secondary academic programs require placement testing for mathematics, reading, and writing. Some programs may require it for foreign languages or science classes. Often these tests are done after a student has been accepted to the institution. They are typically computer based tests designed to measure what skills or knowledge the student already has. The tests are used to determine which level classes to place the student into. For some this may mean they skip introductory classes while for others it means they will require remedial course work in order to develop the skills necessary for that subject area and to better prepare for the academic work. practitioners should work with the student to speak with their funding source to ensure remedial course work will be covered.

Some states have their own standardized placement test while other tests vary by school.

Check the school’s website to see if they offer study guides, sample tests, or additional information the student can use to prepare for the placement test. In using these practice materials the young person and the Practitioner can identify strengths and develop a plan to address weaknesses.

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CHAPTER 4: THE APPLICATION PROCESS PRACTITIONER'S INTRODUCTION Be Aware of Deadlines

One critical component of applying for education is minding the deadlines and due dates.

Make sure to look up important dates, enter them into a planner or calendaring system, and set reminders for at least one week out. Additionally, it may be helpful to set goals and timeframes for each component of the application process. This is a form of chinking, taking a big task and breaking it up into manageable pieces. Please see the Skills Section on Time Management for more information on strategies.

Some young people may experience anxiety related to testing or have concerns their symptoms or medication side effects may impact their performance. Prepping the student through practice tests and helping them to develop coping techniques can help them manage the stress of test taking. If the student needs testing accommodations make sure to contact the school or check their website to determine the process with enough time to ensure the student’s needs are met.

Transportation Planning

Often cited as barrier to education, lack of accessible, affordable transportation can prevent a student from attending or being able to complete post-secondary education. Limited or no access to transportation can cut a prospective student off from educational or employment opportunities.

For students in places with more public transportation options, like buses, trains, or subways, the cost of transportation may be a barrier while for students in rural or suburban areas without access to a personal vehicle, there are limited options for even getting to campus. This is further complicated for students with conditions that require specialized transportation.

Additionally, students with access to public transportation may not be comfortable or familiar with how to use it.

Practitioners need to be aware of transportation barriers relevant to the students in communities they serve to seek out resources. State Vocational Rehabilitation agencies may offer bus or train fare for school and some schools in rural areas may have ride share programs or school sponsored shuttles.

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CHAPTER 4: PRACTITIONER'S INTRODUCTION

CHAPTER 4 CHECKLIST Provide accompaniment on application tasks when needed Assist in developing to-do lists of tasks & corresponding deadlines Assist student in transferring application related tasks to calendar Assist in downloading application Weekly check-ins on application progress Education and linkage to financial aid options including scholarships Request transcripts from previous institutions (if needed) Assist in organizing application tasks Brainstorm who are well-suited recommenders Assist the student to ask recommenders to write a letter of recommendation (if applicable) Assist the student to organize their Personal Statement (if applicable) Proof read application or personal statement or encourage student to ask someone to proofread Identify barriers associated with application process Identify strengths associated with application process Prepare perspective student for admissions interviews 32

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CHAPTER 5: STARTING A CTE PROGRAM PRACTITIONER'S INTRODUCTION AIM The aim of this module is to identify the critical tasks to be done as the student is starting their educational program. This section will include things to consider in the month leading up to starting school and until about one month into school.

WHEN TO USE THIS SECTION Use this section to assist a student in preparing for the weeks leading up to school Campus visit to practice route and identify locations Registration assistance Meet with an academic advisor Use this section to support a student through the first month of school Drop/Add Medical Leave/Withdrawal Check in and update goals PREPARING FOR SCHOOL Campus Visit: Location and Route to Class Before the start of school it may be helpful to spend time on campus with the student. It will provide an opportunity for them to become familiar with the campus and feel more confident on the first day of school. Visit important locations like the bookstore, cafeteria, library, and labs. Plan the route they will take to get from one class to another, practice taking the campus shuttle if needed and encourage them to download the school’s app or bookmark the website for maps and schedules. If the student will be taking public transportation to get to school, plan at least one day to ride with them.

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CHAPTER 5: STARTING A CTE PROGRAM PRACTITIONER'S INTRODUCTION Meet with an Academic Advisor

Academic advisors are responsible for helping students choose a course of study (major/minor/concentrations) and ensuring they are familiar with all the requirements to graduate in that field. They provide information to students in order for them to navigate the university/college system in order to complete their course of study. They can be especially helpful in selecting which section of a course to take or which professors might be a good match for students. Students should meet with an academic advisor each semester to review their progress toward the requirements for graduation and to plan for registration for upcoming semesters. Each school has their own policies and procedures around academic advising so be sure to ask about the process.

Register for Class

In preparing for school there are a number of things to take into account before the student registers for class. First, look into the process or school requirements for setting up an appointment with an academic advisor (see Meet with an Academic Advisor for more information about their role). Some schools will assign the student to a specific advisor based on field of study, last name, or some other determining factor. Other schools have an office for academic advising with drop in hours. Especially for new or transfer students it is important to meet with an academic advisor before registering for class.

Additionally, discuss with the student various options for scheduling. Help them to select the best time of day for them based on their individual needs such as work, transportation, or energy (they can complete a Natural Rhythms Experiment to determine their peak productivity times), as well as days of the week and course length (example 1.5 hour class sessions twice per week versus 3 hour class sessions one time per week). Another thing to consider prior to registration is whether to take a class in-person, online, or a hybrid if offered.

When the student is ready to register help them to identify timeframes in which it must be done to not only avoid penalty but to ensure the largest selection of options. Also be sure to consult the school procedures for registrations. Many schools use an online registration system that will flag a student from registering if they have not completed certain requirements such as prerequisites or if they have outstanding fines. Other schools may require new or transfer students to register in person or may even select a student’s first semester courses for them.

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CHAPTER 5: STARTING A CTE PROGRAM PRACTITIONER'S INTRODUCTION

The First Month

Early in the semester is the perfect time to help the student get organized. Having a good system for managing notes, papers, and due dates is important. Often academic difficulties are related to lack of time management and organization rather than lack of academic ability.

Having an organizational system in place will keep the student from spending valuable time getting ready to do an assignment which then allows more time working on the task at hand.

Checking In

Around the one month after the start of class is a good time to work with the student to assess current strategies for maintaining organization. Having a good system for managing notes, papers, and deadlines is important for a number of reasons. Often academic difficulties are related to lack of organization rather than lack of academic ability and it helps students avoid wasting time getting ready to do a task and allows for more time working on the task at hand.

Ask the student about what they are currently doing or the system they are currently using. Is it working for them? Is it cumbersome? Do they think they can maintain that system through the semester? Do they need additional supplies? If it doesn’t work, do some detective work to find out why, then suggest some new strategies. Or if the strategies work, awesome! Encourage the student to keep it up and help them make small modifications based on course specific needs.

Don’t forget to follow up as needed and celebrate success. Check in regularly and offer praise as the student continues to develop their system of organization. Support can help to make organizing a positive part of academic success.

Remember, your system of organization is not always best, it is important for the student to choose strategies they will actually use. It may take some experimentation, but keep trying, and don’t forget to listen to the student.

For more information on organization see CTE Student Toolkit Section 7: Building Skills.

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CHAPTER 5: STARTING A CTE PROGRAM PRACTITIONER'S INTRODUCTION Add/Drop-Withdrawal vs Add/Drop

Some may use "Drop and "Withdrawal" interchangeable, yet they have different meanings.

During the Add/Drop period students remove a course from their schedule without it appearing on their record. When a student withdraws from a course after Add/Drop, a "W" remains on the transcript. While this usually does not impact a student's GPA, it may impact their course completion rate which is often part of Satisfactory Academic Progress. Withdrawal policies and procedures vary by intuition, refer to the student handbook or school's website for details.

Withdrawal and Medical Withdrawal

In the event a student needs to take a leave of absence or is considering withdrawing from class, the practitioner should work with the student to minimize negative financial and academic consequences. In addition to school policies, the practitioner should be aware of the requirement from the funding source.

One of the first things to consider is whether or not the class can be saved. Work with the student to draft an email to the professor or encourage them to set up a meeting with the professor. Also check to see if the class is offered as a Pass/Fail course where the student just needs avoid a grade of F in order to complete the course. Once the policies are reviewed and the student has spoken to the professor, assess whether taking an Incomplete (I) is a better option than a Withdrawal. Many schools have policies regarding the amount of coursework completed or how far into a semester an Incomplete can be taken so be sure to look at those policies as well as the others.

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CHAPTER 5: STARTING A CTE PROGRAM PRACTITIONER'S INTRODUCTION Finally, if the students need for a withdrawal is related to mental health or another medical condition, look into the school’s policy on Medical Leave or Medical Withdrawal. Meet with the school officer who handles these types of withdrawals to answer any questions the student may have and help them to gather information regarding the process of returning to school after a medical leave.

Upon gathering information about Withdrawal, Incompletes, Medical Leave, etc. assist the student in weighing the pros and cons of these decisions as well as the decision to save the course/stay in school if that is still an option. Based on the decision made help the student to gather and complete the needed paperwork and follow the specifications of the school policy.

Doing these things will allow the student to make an informed, thoughtful decision and minimize the negative consequences associated with drop out.

Notes:

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CHAPTER 5: STARTING A CTE PROGRAM PRACTITIONER'S INTRODUCTION CHAPTER 5 CHECKLIST Expose student to various calendaring systems Develop calendaring skills Help student develop a plan and/or strategies to manage competing time demands (work/family/social) when school starts Assist student in identifying timeframes & deadlines for completing the registration process Connect student to a peer/student mentor if possible Confirm transportation and practice as needed Complete a practice run with the student on public transportation Conduct a visit with the student to the campus or school Identify the Drop/Add date (if applicable) and mark on calendar (set reminder to discuss with student feelings about classes a few days prior to this deadline) Assist student in creating a holistic wellness self-management plan Identify needed documentation for ADA protections and accommodations Brainstorm possible functional issues associated with the mental health condition and accommodations or assistive technology resources to mitigate identified issues Prior to student registering for classes, identify course options based, in part, on best times of day, location, instructor, and other identified preferences 39

CHAPTER 5: STARTING A CTE PROGRAM PRACTITIONER'S INTRODUCTION CHAPTER 5 CHECKLIST (continued) Discuss with the student where they will study (Home? At school?Local library? Coffee shop? Etc.) Assist student to create a space at home that is conducive to studying Explore options for purchasing/borrowing/renting textbooks and required school supplies Provide encouragement Set or modify meetings with the student based on class schedule and other commitments Assess core academic skill strategies: study skills, note taking, organization, and time/task management Identify top three academic skills that require development. Target the skills that will make the biggest impact toward student success and satisfaction Conduct on-going skill teaching (tell, show, do) as needed Modify goal plan to include new interventions/services/supports based on needs and barriers Modify wellness plan Identify if the student needs additional academic support (maybe unstated) Follow up on or conduct Resource Development: Connect to student groups based on interests Connect to campus resources based on stated needs Assess effectiveness of accommodations and/or assistive technology 40

06 A C C E S S I N G A C C O M M O D A T I O N S

06

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CHAPTER 6: ACCESSING ACCOMMODATIONS PRACTITIONER'S INTRODUCTION AIM The aim of this module is to provide education on the role of academic accommodations in addressing educational barriers that result from mental health conditions.

WHEN TO USE THIS SECTION Use this section to educate students on the role and availability of accommodations Use this section when a student expresses interest in use of accommodations

NOTE: There will be variation in the way in which accommodations are provided from one school and program to another. Practitioners should be aware that much of the information below is relevant to schools receiving state and federal funding. If a student is attending a proprietary program, review the school’s website or contact their administration to determine the procedures and policies surrounding accommodations.

Legislation and Accommodations

There are two main pieces of federal legislation that protect people with disabilities, the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973.

Under these Acts, colleges and universities who received state or federal funding are required to provide equal access and reasonable accommodations to students with disabilities. This legislation defines “disability” broadly, stating that a person is considered to have a disability if the condition substantially limits one or more major life activities. This includes things like learning, thinking, working, and completing other day to day tasks. Please see the Resource section to explore for more information on these laws.

Academic accommodations are often underutilized by students with mental health conditions, in fact, many students with mental health conditions don't realize they are even eligible for these services.

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CHAPTER 6: ACCESSING ACCOMMODATIONS PRACTITIONER'S INTRODUCTION Accommodations can be an important tool to assist students with mental health conditions meeting their academic goals. It can be helpful to think about accommodations as changes to the way things are usually done to mitigate some of barriers related to the condition a student is experiencing. Using accommodations does not compromise the essential elements of a course nor do they weaken or reduce standards.

How to Determine Accommodations

The purpose of reasonable accommodations is to effectively remove barriers caused by a health condition to a student’s ability to learn and succeed academically. When crafting accommodations, the first thing to consider is what those barriers look like. These barriers are often called functional limitations or functional issues. We can think of these things as the barriers or difficulty a student experiences because of the mental health condition. Once you get a better sense of what these barriers are, you can work with the student to explore strategies to mitigate them. Use the Barriers and Supports Worksheet to provide structure to this conversation and begin to brainstorm strategies to mitigate the barriers identified.

Examples of Educational Accommodations (see page ___)

This process may assist the student in making a decision around connecting with the Office of Disability Services and it will better prepare the student to express their learning needs when meeting with other providers or representatives from ODS. That representative will then be able to help the student determine which accommodations the student is eligible to receive.

Examples of educational accommodations are listed in the textbox.

How Can A Student Access Accommodations?

As stated above, college and universities that receive state or federal funding must provide accommodations and have a designated representative to do so. Some schools have a single representative (sometimes called a 504 Coordinator) that may be part of Student Services or Academic Affairs, but many schools have a unit commonly called the Office of Disability Services (ODS) or Office of Accessibility. Below is the process for connecting with this resource.

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CHAPTER 6: ACCESSING ACCOMMODATIONS PRACTITIONER'S INTRODUCTION COMMON STEPS TO ACCESSING ACCOMMODATIONS

Accommodations are NOT considered "reasonable" if...

Making the accommodation poses a direct threat to the health or safety of others Making the accommodation means making a substantial change in an essential element of the curriculum or substantial alteration to the ways in which educational opportunities are provided.

Making the accommodations would impose an undue financial or administrative burden to the institution.

1. Review the website for the services offered and information about the application process. When reviewing the website, clarify any unfamiliar terms, check for understanding, and prompt the student using open ended questions to engage them in discussion.

2. Schedule an appointment with a representative from the office. During this appointment, be prepared to discuss the ways in which PTSD or other conditions are impacting your performance as a student.

3. Assist the student in gathering and submitting required paperwork. There will be variations to the paperwork required based on institution however federal law prohibits “excessive” documentation requirements. This may include an application for services, documentation of disability, and recommended accommodations. Documentation of disability can come from a psychologist, psychiatrist, primary care physician, social worker, or licensed counselor with the qualification to diagnose.

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CHAPTER 6: ACCESSING ACCOMMODATIONS PRACTITIONER'S INTRODUCTION 4. Support the student as needed in engaging in the collaborative process with ODS to determine accommodations. Not all accommodations will apply to all students. These should be crafted on an individual basis and the school does not have to provided everything requested by the student nor does the student need to settle for what is offered however, both parties must engage in a collaborative process to determine strategies to mitigate the functional implications of the condition while uphold academic requirements.

5. When the student is approved, ODS will issue documentation for professors. At some schools, this letter will be emailed to professors while other schools will provide the student with the letter to deliver to their professors. Regardless of the means, the student is usually required to meet with their professor to discuss the accommodation.

In some instances, students have reported difficulties with instructors honoring their accommodations. In this instance, the student should contact the Office of Disability Support Services immediately as law requires approved accommodations are honored. ODS should provide support and advocacy for the student and assist instructors in implementing the accommodations. Accommodations should be provided in an individualized fashion to meet the students' unique strengths, barriers, and the nuances of the environment. Even when this is done, the accommodations may still not mitigate the barriers caused by the condition. They may need to be modified or the instructor may not be implementing them in the right way.

Check in with the student often to provide support and trouble shoot. Encourage the student to follow up with ODS as needed. Accommodations should also be reevaluated before each new course begins.

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CHAPTER 6: ACCESSING ACCOMMODATIONS PRACTITIONER'S INTRODUCTION

CHAPTER 6 CHECKLIST Provide education on legal protections for students with disabilities Work with the student to assess educational and functional barriers (what do they have trouble with) they experience Brainstorm ways to compensate for the barriers identified Explore the educational institution’s policies and procedures for accessing accommodations Explore what the student sees as the benefits and drawbacks of accessing accommodations Connect the student to their preferred resources and supports Assist the student in connecting with ODS or the equivalent (if the student agrees).

Help them gather paperwork and complete forms as needed Offer to accompany the student to the appointment Follow up to see if accommodations are effective and meeting the student’s needs Modify as needed Prompt the student to reach out to ODS as needed 46

07 B U I L D I N G S K I L L S

07

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CHAPTER 7: BUILDING SKILLS PRACTITIONER'S INTRODUCTION AIM The aim of this section is to support you, the practitioner, in exploring, assessing, and developing CTE student’s educational skills. These skills are universal and applicable to all CTE students regardless of CTE major or specific mental health condition. The three major educational skill areas that this section focuses on include: communication skills, study/learning skills, and executive functioning skills.

WHEN TO USE THIS SECTION Prior to students starting their CTE programs to determine what their skill strengths are and what skills they need to develop.

To confirm educational and vocational goals for enrolled CTE students that enter your services.

Immediately after an enrolled CTE student enters your services.

NOTE: Refer to this section as often as needed to reassess skills and develop skills throughout the student’s course of service and educational program.

Remember that different skills can be used in different courses and so revisiting this discussion each semester or quarter can be helpful!

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CHAPTER 7: BUILDING SKILLS PRACTITIONER'S INTRODUCTION What are Educational Skills?

Educational skills are purposeful behaviors that students must perform at a required level to succeed in their CTE programs. Examples of such skills include taking notes, asking for help from the course instructor, and managing time for studying and homework.

Educational skills need to be consistently practiced by students with meaningful feedback provided, by you the practitioner as well as their CTE instructors, to support student’s skill development and proficiency. Educational skills are NOT developed overnight, they take time and attention to develop.

It may help to make references to the process of developing other skills (like riding a bike, swimming, playing soccer, etc) when helping a student understand the process of developing educational skills.

Too often students may become impatient with the process of developing skills and opt to “give up” on working on them. This is at the detriment to their educational performance and will impact their successful completion of a CTE program.

Students that you work with need support in exploring, assessing, and developing their educational skills. Students can be very intelligent but without these educational skills, they will struggle with their CTE courses.

Common skills that postsecondary students may need to bolster, especially students with mental health conditions, include communication skills, study/learning skills, and executive functioning skills.

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CHAPTER 7: BUILDING SKILLS PRACTITIONER'S INTRODUCTION Communication Skills: Behaviors that CTE students use to interact with instructors, classmates, supervisors, and other school administrators to access information & supports.

Examples include: introducing one’s self, clarifying information, and asking for help.

Study/Learning Skills: Behaviors that CTE students use to memorize/recall, understand, and apply CTE program information to complete course work.

Examples include: taking notes, developing measures of self-testing,, demonstrating CTE proficiencies, planning, organizing, managing time, and maintaining motivation.

How are these skills important to the CTE students that you work with?

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CHAPTER 7: BUILDING SKILLS PRACTITIONER'S INTRODUCTION Benefits of Developing Educational Skills Knowing the benefits of educational skills is important as this will support your work in building a student’s rationale and motivation for developing their educational skills. Make sure you are aware of the benefits of developing and honing educational skills, this will help you when to exploring the student’s perceived benefits of building their educational skills. Refer to list as you speak with CTE students about the rationale for strengthening their educational skills.

The benefits of developing student’s educational skills include: Increase student’s educational performance Enhance student’s self-efficacy Increase student’s satisfaction with their educational experience Skills are transferable and can be leveraged to aid other goals, such as employment goals What are some additional benefits of CTE students building their educational skills?

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CHAPTER 7: BUILDING SKILLS PRACTITIONER'S INTRODUCTION Exploring Educational Skills Exploring educational skills with CTE students should begin early on in service provision and start with an introduction to the concept of skills (refer to the definition of educational skills and the three categories of educational skills above).

Make sure you chat with each CTE student about the definition of a skill, the ways that skills are developed (through practice and honing), and the benefits of developing educational skills. This will help students to understand the importance of skill development while also promoting student self-efficacy and empowerment by allowing them to have more control over their educational performance. Once you have begun this preliminary discussion, you can start to inquire about the student’s specific educational skill strengths and needs. This is done by using an educational skills assessment.

How will you begin to explore the topic of educational skills with the CTE students you support?

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CHAPTER 7: BUILDING SKILLS PRACTITIONER'S INTRODUCTION Assessing Educational Skills Educational skills assessment is an important part of CTE student skill development. Assessing educational skills supports the exploration of student’s skill strengths as well as skill needs. Knowing educational skill strengths offers opportunities for student empowerment, increased self-efficacy, and positive student identity. Identifying skill needs can help students to create aplans to build essential educational skills for CTE goal attainment. Additionally, skill assessment serves to determine if approaches to skill development are assistive or ineffective in building the core educational skills CTE students need for course completion.

Core Skill Strengths versus Core Skill Needs When using an educational skills assessment with CTE students, it is crucial to identify core skill strengths versus core skill needs.

Core skill strengths are skills that student does have and the student can do them well. These can be leveraged for the student to excel in their educational program.

Core skill needs are skills the student does not have BUT will need to do well in their courses. Core skill needs should be focused on during service provision, goal planning, and skills teaching.

It is important to note that core in both of these terms identifies that these skills are important for passing the courses the student is enrolled in. Core educational skills may vary depending on the course a student is enrolled in. Therefore, revisiting this assessment each semester is beneficial. Core skill strengths and core skill needs can be determined using to The CTE Student Checklist on page 48 of the Student’s Toolkit.

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CHAPTER 7: BUILDING SKILLS PRACTITIONER'S INTRODUCTION The Tell, Show, Do, & Review Method of Skill Development The Tell, Show, Do and Review model is a widely used skills teaching technique.

This approach is simple and effective for practitioners to use as it lets you build context and demonstrate the desired behavior to support the students mastery of the skill. More importantly, it lets the CTE student practice and apply what they learned while getting feedback from you, the practitioner.

To develop educational skills: Using The CTE Student Checklist, identify the CTE student’s core skill needs list. Using this list, you can create skills teaching plans to support the development of needed skills for each student. Each skills teaching plan should offer the following steps: 1. Tell 2. Show 3. Do 4. Review When to use it: All CTE students should have opportunities for skill development within their reoccurring meetings. You should offer to use this skills teaching approach for each core skill as needed. This will support the development of needed skills for CTE student success and education satisfaction.

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CHAPTER 7: BUILDING SKILLS PRACTITIONER'S INTRODUCTION

Tell the CTE student about the skill. Explain what educational skills is going to be taught and why it is important to their educational goal. This helps to build context of why this skill is crucial to master and helps them to see the relevance or how the skill fits in their CTE educational goal plan.

Show the educational skill. Demonstrate what they are going to do so that they can see what’s expected and you can address common questions and concerns during the demonstration.

Do the educational skill. Have the CTE student do the skill so they can get experience while you can observe and give them feedback on their performance.

Review - After the CTE student practices the skill in the real world, come back to the discussion. Inquire with the student: How did it go? What did they learn? How comfortable are they doing them? Are they able to accomplish their learning objectives? What are the next steps?

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CHAPTER 7: BUILDING SKILLS PRACTITIONER'S INTRODUCTION

CHAPTER 7 CHECKLIST Define and review educational skills with the CTE student Discuss the benefits and rationale for developing educational skills Complete the CTE Student Checklist Use the CTE Student Checklist to identify core skill strengths and core skill needs Develop a service plan for teaching core skill needs Leverage core skill strengths to support goal attainment Develop a tell, show, do and review skill teaching plan for each core skill need Complete core skill needs teaching sessions Provide feedback on core skill needs development Provide opportunities for additional core skill need teaching and demonstration Review skills for next semester/CTE courses

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08 M A I N T A I N I N G W E L L N E S S

08

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CHAPTER 8: MAINTAINING WELLNESS PRACTITIONER'S INTRODUCTION AIM The aim of this section is to support you, the practitioner, in exploring, assessing, and developing students’ wellness skills. These skills are universal and applicable to people with or without the presence of a mental health condition. According to one wellness model endorsed by SAMHSA, there are eight dimensions of wellness that support optimal health and functioning. This model will be utilized to support CTE student wellness and to develop a student wellness crisis plan.

WHEN TO USE THIS SECTION Prior to students starting their CTE programs to support the maintenance of optimal wellness during their educational program.

Immediately after an enrolled CTE student enters your services.

NOTE: Refer to this section as often as needed to reassess students’ wellness throughout their course of service and educational program.

Remember that maintaining wellness is a process and not a destination. CTE students will need to develop a wellness practice that is utilized throughout their educational program.

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CHAPTER 8: MAINTAINING WELLNESS PRACTITIONER'S GUIDE Motivational Interviewing for Wellness Motivational interviewing is a collaborative, supportive approach that is designed to empower a student to take charge of their own wellness. Use these techniques to facilitate, rather than dictate, the conversation exploring their wellness domains.

Establish Rapport: Start by setting a positive, nonjudgmental tone for the conversation.

Open-Ended Questions: Ask questions that encourage the student to explore their thoughts and feelings: "Can you tell me more about your experiences balancing school and wellness?"

Use open-ended questions to delve into each dimension of wellness: physical, emotional, intellectual, social, spiritual, occupational, financial, and environmental.

CTE Student Toolkit pgs: 58-59

Affirmations: Validate the student's feelings and experiences: "It sounds like you're working hard to balance your responsibilities."

Affirm their efforts to maintain wellness: "It's great to hear that you're taking steps to look after your physical health."

Reflective Listening: Paraphrase the student's responses to show understanding: "So, you're finding it challenging to maintain balance due to your demanding schedule."

Reflect back on the feelings they've expressed: "It sounds like this imbalance is causing some stress for you."

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CHAPTER 8: MAINTAINING WELLNESS PRACTITIONER'S GUIDE Motivational Interviewing for Wellness (continued) Summaries: Recap the main points of the conversation at regular intervals: "We've discussed your challenges in maintaining physical and emotional wellness. You've also shared some strategies you're considering, like meal prepping and prioritizing rest."

Use summaries to transition between the different dimensions of wellness.

Collaborative Goal Setting: Engage the student in setting realistic, achievable goals for each dimension of wellness: "What might be a manageable goal for improving your social wellness this week?"

Offer your support in helping them work towards these goals.

Follow-Up: Schedule follow-up conversations to check in on the student's progress.

Use these opportunities to revise goals, if needed, and continue to provide affirmation and support.

Resources and Referrals: Keep a list of resources and referrals that may be helpful for the student, such as campus counseling services or local mental health resources.

Notes:

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CHAPTER 8: MAINTAINING WELLNESS PRACTITIONER'S GUIDE Recognize the Signs of Diminished Wellness Be aware of the signs of diminished wellness in a student. This might include changes in mood, lack of energy, difficulty concentrating, changes in appetite or sleep patterns, withdrawal from social activities, or a decline in academic performance. Note that when wellness declines, academic performance may decline as well. Be prepared to reference your agency’s procedures or policies for assessing mental health needs if the student is reaching a crisis point.

CTE Student Toolkit pgs: 60-61

Open Communication: Initiate a conversation with the student to explore their wellness. Ensure the conversation is held in a comfortable, confidential setting.

Listen Actively: Use your active listening skills to understand the student's experiences. Allow the student to express their feelings without interruption.

Empathize: Show empathy and validate the student's feelings. Let them know it's okay to experience challenges and that support is available.

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CHAPTER 8: MAINTAINING WELLNESS PRACTITIONER'S GUIDE Recognize the Signs of Diminished Wellness (continued) Assess Needs: Evaluate the student's current needs. This might involve exploring the 8 dimensions of wellness (physical, emotional, intellectual, social, spiritual, occupational, financial, and environmental) to identify areas where they may be struggling.

Offer Support: Present the student with the different types of support available to them. This could include academic resources, linkage to mental health counseling, or peer support groups.

Encourage Self-Care: Discuss the importance of self-care and maintaining balance in life. Encourage the student to engage in activities that promote their wellness, such as regular exercise, adequate sleep, healthy eating, and relaxation techniques.

Develop a Wellness Plan: Collaboratively create a plan with the student that outlines steps they can take to improve their wellness. This plan should be realistic, flexible, and respectful of the student's autonomy.

Follow Up: Schedule regular check-ins with the student to monitor their progress and adjust the wellness plan as necessary.

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CHAPTER 8: MAINTAINING WELLNESS PRACTITIONER'S GUIDE Assessing Wellness & Building Wellness Strategies To support the evaluation of the eight dimensions of wellness, practitioners can utilize SAMHSA’s Eight Dimensions of Wellness. This SAMHSA approach supports people with mental health conditions in exploring each dimension of their wellness to create a plan for how to maintain optimal wellness.

Eight Dimensions of Wellness is holistic and considers many aspects of health including: social, physical, emotional, intellectual, spiritual, occupational, financial and environmental.

Inner resilience, which is necessary to face the inevitable challenges of life, can be amplified by putting awareness, attention and effort into these areas of life as appropriate.

Some examples include:

Social Wellness • Pursuing satisfying relationships with others • Respecting differences of other groups and individuals • Engaging in effective ways of resolving conflicts • Contributing to the common welfare of the community Physical Wellness Pursuing healthy, safe practices in areas of exercise, sleep, nutrition and sexuality Engaging in self-care behavior which promotes thriving and prevents illness/disease Emotional Wellness Being aware of and accepting one’s own feelings and the feelings of others Experiencing self-esteem and appreciating one’s life Paying attention to, expressing and managing one’s emotions appropriately Managing stress and dealing with difficult decisions effectively

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CHAPTER 8: MAINTAINING WELLNESS PRACTITIONER'S GUIDE Assessing Wellness & Building Wellness Strategies (continued) Occupational Wellness Preparing for and entering work that is consistent with one’s personal interests and values Gaining satisfaction from work that is personally enriching Engaging one’s mind in creative and stimulating activities Using resources to expand knowledge and improve skills Financial Wellness Obtaining, managing and maintaining finances Paying bills, allocating finances appropriately Healthy relationship with money Environmental Wellness Acting with recognition of the interdependence of self, society & the natural environment Accepting personal and social responsibility for promoting ecological well-being Making environmentally sound choices concerning school, workplace, home and neighborhood Maintaining home/work/study space in a way that supports success and thriving Spiritual Wellness Values toward meaning and purpose in life – outside of or within the context of religious tradition Respecting life’s progression and significance Developing trust, integrity, accountability and an ethical approach to life

CTE students with mental health conditions may experience symptoms that impede their wellness and cognitive functioning (remember executive functioning skills from the skills section?). Depression, anxiety, obsessive compulsive disorder, schizophrenia, and bipolar disorder have all been linked to cognitive symptoms. Students learning and memory centers of the brain can be overactive or underactive due to symptoms and or stress. Often students may be observed as being forgetful, distant, disengaged, or have difficulty focusing.

Simply put, mental health conditions can impact the student’s ability to learn. These areas of the brain are directly related to memory and higher cognition needed for planning, organizing, focusing, analyzing, adapting, and carrying out tasks related to school. Managing wellness with the Eight Dimensions exercises can support CTE learners and their academic performance.

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CHAPTER 8: MAINTAINING WELLNESS PRACTITIONER'S INTRODUCTION

CHAPTER 8 CHECKLIST Define wellness and wellness skills Explore the Eight Dimensions of Wellness areas Complete the Eight Dimensions of Wellness Worksheet Explore triggers and warning signs of diminished wellness Develop a wellness crisis plan

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09 D E V E L O P I N G R E S O U R C E S

09

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CHAPTER 9: DEVELOPING RESOURCES PRACTITIONER'S INTRODUCTION AIM The aim of this chapter is to help students recognize and utilize educational and community resources to support their mental health and educational performance.

A thorough understanding of what is available on and off campus will allow the student to build their network and expand their supports to better overcome barriers that arise and build a stronger foundation.

WHEN TO USE THIS SECTION Use this section to explore resources and supports available at the educational program and in the community.

Use this section to match the needs of the student to relevant resources available.

Resources can take on many forms, they be educational, community based, or natural supports.

Educational resources: these are services offered through participation or matriculation in an educational program or school.

Community resources: these are resources available and accessible in the neighborhood where one resides, works, or engages.

Natural supports: this is support that naturally occurs from people in our environments or the relationships in day-to-day life.

Social supports is one of the important functions of our relationships. This is a subset of natural supports.

See table on next page for more information.

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CHAPTER 9: DEVELOPING RESOURCES PRACTITIONER'S INTRODUCTION RESOURCE EXAMPLES

Types of Social Support

Definition

Example

1. Appraisal

Feedback regarding performance or personal qualities & affirmations

An instructor praises a student for proper trouble shooting of a broken cooling system.

2. Emotional

Empathy, love, trust, caring

A friend allows a student to vent without judgement.

3. Informational

Advice, suggestions, information

A neighbor with 10 yrs experience working in restaurant kitchens provides advice for interviewing for a sous chef position.

4. Instrumental

Tangible aids and services

A classmate gives a fellow student a copy of their notes.

Effective resource utilization is more than just knowing what’s available, it’s knowing how and when to access resources. To determine what resources the student should connect with, consider needs, barriers, and wants of the student. Engage them in conversation around these things or use the Campus and Community Planning Tool, page 67 of the Student’s Toolkit.

Then assist the student to explore their campus and community to learn about what’s available.

Utilize part 1 of the Campus and Community Planning Tool. This will allow you to demonstrate how to match needs with resources & supports.

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CHAPTER 9: DEVELOPING RESOURCES PRACTITIONER'S INTRODUCTION Next, assist in developing a plan for connecting to these resources. Some students will want informational support (telling them about scholarship opportunities) while other students will benefit from instrumental support (going with them to the meeting with their apprenticeship coordinator).

Use part 2 of the Campus and Community Planning Tool to develop a strategy for engaging with each resource. Remember, each student is unique, build on their strengths and eagerly provide assistance when you recognize a barrier.

Steps to Resource Development 1. Identify what's available to the student: Assess school and community 2. Figure out use: a. Do they use it? b. Is it working? c. What's getting in their way?

3. Match student needs/wants to resources?

4. Develop a linkage plan.

5. Assist student in building natural supports.

Make sure to follow up with the students about their progress connecting to the identified resources. This includes asking about barriers to moving forward with their plan, ways in which the resource is assisting them, and if the resource is not working to meet their needs.

Assist them in working through barriers and troubleshoot as needed.

Additionally, support them to integrate new learnings and help the student to plan how they will continue identifying and developing resource linkage in the future.

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CHAPTER 9: DEVELOPING RESOURCES PRACTITIONER'S INTRODUCTION Developing knowledge of the resources available at the educational program and in the community will assist the student in understanding supports that can help them overcome barriers and achieve their goals.

Overview of Campus Resources Student Affairs/Student Services: Responsible for services to support student success.

Many other offices may fall under this umbrella term including enrollment management, academic advising, Greek life, financial aid, service-learning programs, and disability support services.

Campus Counseling Services: Assists students in addressing mental health issues and promote wellness. Services may include individual and group counseling, substance abuse prevention and support, and issues related to adjustment to college. Services tend to be short term and are often have session limits. For more specialized services, students are commonly referred to off campus to community-based providers.

Office of Disability Services: Provides accommodations and support to students with disabilities while maintaining integrity of academic programs. Individualized assessment should be conducted. Some schools offer assistive technology, one on one academic coaching, or group support.

Financial Services: This office provides information and assistance to students on funding education. These services may include educating students on resources such as private, state, federal grants, scholarships, and loans and management of such items.

Title IX: This law aims to provide transparency around campus crime, including sexual violence, and statistics about these crimes.

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CHAPTER 9: DEVELOPING RESOURCES PRACTITIONER'S INTRODUCTION Overview of Campus Resources (continued) Public Safety: This office functions to ensure the protection of students, staff, faculty, and visitors to the college/university against threats to their well-being. Public Safety is also responsible for the prevention and detection of on-campus crimes, violations, emergency management, and other campus-based safety services.

Student-led Mental Health Organizations: Many schools have student run organizations that address mental health, wellness, and stigma.

Overview of Community Resources Division of Vocational Rehabilitation: This is a federal-state program that functions to assist people with disabilities (mental health included), get or maintain employment. They may provide financial assistance based on need or other instrumental supports such as linkage to community-based services.

Federal Student Aid: This office is under the Federal Department of Education. It is tasked with providing financial support to those seeking to pursue higher education. The office of Federal Student Aid provides three types of financial aid to students: grants, loans, and federal work-study.

The National Mental Health Consumers' Self-Help Clearinghouse: This is a peer-run national technical assistance and resource center that fosters recovery and community inclusion. They offer a national directory for self-help and peer-based services.

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CHAPTER 9: DEVELOPING RESOURCES PRACTITIONER'S INTRODUCTION CHAPTER 9 CHECKLIST Explain the importance and relevance of resource linkage Assess immediate needs and difficulties Complete the Campus and Community Planning Tool part 1 Explore resources available in the community Explore resources available in the educational program/school Start with the school’s website and student handbook Prioritize resources to determine which to connect with first Develop a plan for linkage to resources Make calls with them, accompany them to appointments, or assist with drafting emails as needed.

Identify barriers to linkage Consider hours, availability, transportation, costs, stigma Follow up on plan for resource linkage & trouble shoot as needed Follow up on utilization of resource Questions to consider: Is it working?

How can we integrate what’s being learned or gained?

What’s getting in the way?

What can we do differently next time?

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10 P L A N

F O R

G R A D U A T I O N

&

T R A N S I T I O N I N G T O

W O R K

10

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CHAPTER 10: PLAN FOR GRADUATION & TRANSITIONING TO WORK PRACTITIONER’S INTRODUCTION AIM The aim of this chapter is to equip practitioners with strategies and guidance to effectively support postsecondary Career and Technical Education (CTE) students in preparing for graduation. By providing practical steps and emotional support, this chapter seeks to empower students as they transition from their academic journey to the next phase of their lives, whether it be entering the workforce or pursuing further education. Ultimately, the aim is to ensure that students are wellprepared, both academically and emotionally, to successfully graduate and embark on their chosen career paths.

WHEN TO USE THIS SECTION Midway through the Program: Around the midpoint of the program, practitioners should revisit the chapter's content with students. This is an opportune time to review progress, discuss any academic or career changes, and remind students of the support available.

Pre-Graduation Planning: As students approach their final year or semester before graduation, practitioners should intensify their use of this chapter. This is when students need to complete graduation requirements, order supplies, and make crucial decisions about their post-graduation plans.

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CHAPTER 10: PLAN FOR GRADUATION & WORK PRACTITIONER'S GUIDE Pre-Graduation Planning As students approach their final year or semester before graduation, practitioners should intensify their use of this chapter. This is when students need to complete graduation requirements, order supplies, and make crucial decisions about their post-graduation plans.

CTE Student Toolkit pg: 70

Graduation can be a time of significant change, and some students may experience what is known as a "rehabilitation crisis." This crisis can manifest as feelings of uncertainty, anxiety, or even a temporary stall in personal progress. Practitioners can help students normalize these emotions and work through them effectively. Providing competent services that effectively meet the student needs during the transition process is essential for mitigating this crisis.

Meet with Academic Advisor Schedule a meeting with their academic advisor to ensure that they have completed all the necessary coursework and requirements for graduation. They can provide guidance on any outstanding academic tasks.

Submit Graduation Application

CTE Student Toolkit pg: 71

Follow the university or college's procedures to submit their graduation application and any required paperwork by the specified deadline. This includes verifying the degree requirements and confirming eligibility for graduation. (continued on next page)

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CHAPTER 10: PLAN FOR GRADUATION & WORK PRACTITIONER'S GUIDE Order Graduation Supplies Help students to order essential graduation supplies, such as their cap and gown, announcements, and any other regalia required by the institution. Be aware of deadlines for placing orders.

Financial Aid Exit Interview Support the student in contacting the financial aid office to schedule a financial aid exit interview. During this interview, they will receive information about loan repayment, available repayment options, and other financial aid-related matters. Ensure that the student understand their financial obligations post-graduation.

Emotional Support Recognize that the transition from college to the next phase of their life can be emotionally challenging. Encourage them to seek emotional support from friends, family, or counselors if needed. It's normal to experience uncertainty and mixed feelings during this time.

Explore Career Options: Begin researching potential career options related to their CTE program.

Consider their interests, skills, and long-term goals when exploring job opportunities

Network with Professors and Peers Encourage students to build and maintain connections with professors, classmates, and peers in their field. They can provide valuable insights, job referrals, and references for future employment or educational pursuits.

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CHAPTER 10: PLAN FOR GRADUATION & WORK PRACTITIONER'S GUIDE Identify Job Criteria Determine the CTE student’s personally important criteria for choosing a job, such as salary expectations, location preferences, company culture, and opportunities for growth.

Reflect on their values and priorities in a career.

Research Job Opportunities Investigate job openings that align with their criteria. Utilize online job search platforms, company websites, and industry-specific resources to explore potential employers and positions.

Resume Preparation Help the CTE student to update or create a professional resume tailored to their desired CTE job or career path. Assist them in highlighting their skills, experiences, and accomplishments relevant to the positions they are pursuing.

Notes:

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CHAPTER 10: PLAN FOR GRADUATION & WORK PRACTITIONER'S GUIDE Job Search Actively support the start of their job search by helping them apply to positions of interest. Support their Utilization of job search engines, attend career fairs, and leverage their network to identify job opportunities.

Connect the Student with Career Services at the CTE School CTE Student Toolkit pg: 72

Help the student to seek out employment support services provided by their college or academic institute.

These services may offer job placement assistance, interview preparation, and resume workshops.

Consider Further Education If the student is interested in pursuing additional education, begin the application process by researching academic programs, identifying their preferred criteria for choosing a program, and contacting prospective schools.

Celebrate Achievements Take time to acknowledge and celebrate the students academic achievements and the progress they've made throughout their educational journey. Help them to recognize the hard work and dedication that have brought them to this point to build a narrative of empowerment and self efficacy.

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CHAPTER 10: PLAN FOR GRADUATION & WORK PRACTITIONER'S INTRODUCTION

CHAPTER 10 CHECKLIST Meet with academic advisor to confirm graduation eligibility Help determine the graduation rpocess Support completion of graduation application Support the student’s networking and exchange of contact information to build social capital Support completion of a financial aid exit interview Determine loan repayment plans Begin planning for employment after graduation Ask instructors for letters of recommendation Start exploring job opportunities Update resume Teach job search skills Review interview skills

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CONTRIBUTIONS The contents of this toolkit have been developed under a grant with funding from the National Institute on Disability, Independent Living, and Rehabilitation Research 90IFDV0015, United States Department of Health and Human Services.

This publication was developed with significant contributions from Karen Unger, Ed.D, the guidance of our CTE Project Advisory Board, Expert Panels, and the feedback from students in our study.

RESEARCH TEAM Ni Gao, Ph.D., Principal Investigator Amy Banko, M.S., Co-Investigator Brittany Stone, M.S., Co-Investigator Ifrah Akhtar, B.A., Administrative Assistant Valeria Castanos, M.S., Research Assistant Mandeiya Nuhu, M.S., Research Assistant

CTE PROJECT ADVISORY BOARD Rita Cronise, M.S. Ken Gill, Ph.D. William Goren, J.D. LL.M Michael Harvey, Ph.D. Douglas Kruse, Ph.D. Yumiko Ikuta, M.B.A. Catherine Imperatore, M.A.

Ron Manderscheid, Ph.D. Kim Mueser, Ph.D. Michele Naples, Ph.D. Connie Spohn, Ph.D. Karen Unger, Ed.D Melanie Whetzel, M.A.

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Thank you for reading this CTE Practitioner's Guide. We hope it helped you better assist students pursuing their education and employment goals.

COPYRIGHT © 2023 The CTE Practitioner's Guide was prepared by faculty at Rutgers School of Health Professions funded by the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number 90IFDV0015).