Community Inclusion
Hours: 1.25
Community inclusion is the opportunity to live in the community, be valued for one’s unique experience and abilities, and enjoy a sense of belonging. For individuals with disabilities, successful community inclusion reduces isolation, provides a source of meaning and support, and creates a sense of hopefulness for a full life. Community inclusion is the process of accommodation, assistance, rehabilitation, advocacy, relationship building, and ultimately a great deal of negotiating. This course provides an overview of the term “community inclusion,” why behavioral healthcare providers should be knowledgeable of community inclusion. You also will learn what can be done to address barriers, how to provide supports, and how to expand opportunities for people with disabilities. This course is appropriate for all levels of behavioral healthcare providers. A combination of case studies, quizzes, and interactive games will be used to help you apply the material and make the safety of the individuals you work with your top priority.
Community inclusion is the opportunity to live in the community, be valued for one’s unique experience and abilities, and enjoy a sense of belonging. For individuals with disabilities, successful community inclusion reduces isolation, provides a source of meaning and support, and creates a sense of hopefulness for a full life. Community inclusion is the process of accommodation, assistance, rehabilitation, advocacy, relationship building, and ultimately a great deal of negotiating. This course provides an overview of the term “community inclusion,” why behavioral healthcare providers should be knowledgeable of community inclusion. You also will learn what can be done to address barriers, how to provide supports, and how to expand opportunities for people with disabilities. This course is appropriate for all levels of behavioral healthcare providers. A combination of case studies, quizzes, and interactive games will be used to help you apply the material and make the safety of the individuals you work with your top priority.
National Academy of Certified Care Managers
Relias,LLC is approved by the National Academy of Certified Care Managers (NACCM) as a continuing education provider, #18-502RA.
This activity approved for 1.25 CMC contact hours
Define the term “community inclusion” and how to apply key concepts with those you serve.
Describe the relationship between community integration, community inclusion, and recovery.
Identify the barriers to successful community inclusion.
Outline:
Section I. Introduction A. Course Contributors B. About This Course C. Learning Objectives Section II. The Challenge A. In (But Not of) the Community B. Deinstitutionalization Does Not Equal Community Inclusion C. During This Century D. Four Common Failures of Community Inclusion E. Putting the “Community” Back in Community Mental Health F. Remember Aaron? G. Summary Section III. What is Community Inclusion? A. Definition B. What Does Community Inclusion Encompass? C. Key Concepts D. Principles of Community Inclusion E. The Importance of Social Roles F. Domains of Community Inclusion G. Housing H. Employment I. Education J. Finances K. Health and Wellness L. Leisure/Recreation M. Civic Life N. Family O. Friendships P. Intimate Relationships Q. Religion/Spirituality R. What Would You Do? S. Summary Section IV. Why Promote Community Inclusion? A. The Road to Recovery B. Developing a New Self Image C. Community Inclusion as a Right D. Benefit to Communities E. Abraham Lincoln F. Lionel Aldridge G. Diana, Princess of Wales H. Ludwig Van Beethoven I. Charles Dickens J. Mary Ellen Copeland K. Anyone L. All Citizens Have a Gift M. Make a Difference Day N. Summary Section V. Barriers to Community Inclusion A. Challenges to Community Inclusion as a Right B. Stigma C. Internalized Stigma D. External Stigma E. Professional Stigma F. Discrimination G. Healthcare H. Housing I. Employment J. The Five “A” Barriers to Community Inclusion K. Exercise L. Institutional Attitudes M. Agency-Focus versus Community-Based N. Staff-Directed versus Client-Driven O. Separation versus Integration P. “I Want to Work With Kids.” Q. Summary Section VI. Promoting Community Inclusion A. Address Barriers B. Citizenship and Civic Engagement C. Education D. Employment E. Social Roles F. Acknowledging Risks G. Busting Stigma H. Taking Action I. Challenging Institutional and Practitioner Attitudes J. Challenging Discrimination K. Taking on the 5 “A’s” L. What Makes Up a Community? M. Building Relationships with Gatekeepers N. Practitioner Skills: Focusing on the Individual O. Determining a Life Goal P. Assessing Resources and Needs Q. What’s the Plan? R. Building Support Systems S. Teaching Skills T. Adam’s Plan U. “I Haven’t Any Other Friends” V. Summary Section VII. The “Virtual” Community A. Virtual Communities B. Social Networks C. Online/E-mail Support Groups D. Online Chats E. Advantages to Online Communities F. Cautions of Virtual Communities G. What Should Molly Do? H. Summary SECTION VIII. Conclusion A. Summary B. References
Ms. Dahlquist, Executive Director of CASRA, has been involved in the public mental health field for over 30 years. Since 1981, she has successfully promoted the inclusion of the psychosocial rehabilitation philosophy and practice in major mental health initiatives including the Medicaid Rehabilitation option for California and the Mental Health Services Act. She has developed training and education materials that are used in academic and in-service settings, in-person and on-line. Disclosure: Betty Dahlquist, MSW, CPRP has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.Instructor: Marianne Baptista, MA, MFT, CPRP
Ms. Baptista is an MFT and CPRP with 23 years of experience in mental health, 20 years of experience in training and supervision, and 17 years of experience in program management. Ms. Baptista has been instrumental in developing and conducting training specific to psychiatric rehabilitation and recovery-oriented practice. Disclosure: Marianne Baptista, MA, MFT, CPRP has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
The target audience for this course is: Beginner, Intermediate level Social Workers; in the following settings: Health and Human Services.
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
If you require special accommodations to complete this module, please contact Relias Customer Support here.
