WORKFIRST OVERVIEW OF STAGES OF CHANGE

PRE-CONTEMPLATION Resistant to discussions about work; getting a job is not on the radar; anxious about employment; identifies unemployment as necessary for working on recovery - does not see benefits of working to improved health; may state they can work whenever they want to. Client says/feels - “Working won’t make a difference in my life” “I am too disabled to work.” Outcomes Key outcomes that indicate client is moving to next stage: Client agrees to one meeting re: employment goals outside of housing (restaurant, library, etc.) This facilitates making

an alliance and aligning with client’s strengths. Client makes “What if . . .” statements. What would happen to my benefits?

Competencies By participating in the activities in this stage, clients are enhancing these soft skills: Personal Qualities: sociability, self-esteem Thinking: reasoning Basic Skills: speaking, listening Resources: use of time

ACTION RESOURCES Note:

• Many of these activities can be done at drop-in times at the house or by establishing WorkFirst’s own drop-in times.

• In this stage, a goal of using a wide variety of activities is to shock people into behaving differently.

• It is key to stay client directed and practice reflecting listening in this stage. For example, if a client misses appointments or doesn’t follow through rather than saying, “I can’t work with you if you don’t come”, saying, “I would like to work with you, but we haven’t been able to get together. Is this something we can work on?” This type of statement clearly states the concern without putting it on the person’s shoulders. It is hopefully open to negotiation.

Activities

• Explore experiences with and ideas about work.

--What have you done for work? --What has it been like for you?

• “Let’s get coffee” Walking Tour to explore “what ifs” for work sites/jobs.

For Walking Tours – use “Discovery Cards I” (index cards) as an informal tool to record observations and learnings on the tour. Client can jot down several bullet points. Starts to develop information gathering skills and to identify jobs they have held or places they might like to work. Staff can say, “I see you have these skills.”

Note: • While many of the resources identified in

this section include works sheets, the worksheets can be used as talking guides or as examples of what to record on “Discovery Cards”. The resources can help frame a “Walking Tour” or a group activity/meeting at the house.

• When Client Says, You Say

• Family(friend) Job Tree (ICA p. 25)

• What I Really Like in a Job (PM p. 19)

• What skills do you think are needed to do

this work/job? (ICA p. 51)

• Things I Have Done (talking tool and means to ID skills used or skills “discovered”) (ICA p. 46)

In addition, Walking Tours can be “Treasure Hunts” – helping clients uncovered hidden/buried information about themselves. Identify skills and information about a client that may have been “forgotten”. Use an asset based approach.

• Provide incentives or “catch the bait”.

• Use kinesthetic activities to help clients identify their “dream job”. Use pipe cleaners, play dough, etc. to build this.

• Use vocational pictures or magazines as a starting place to talk about what they

want or don’t want in a job.

• If had bad experiences with work, can ask: --What is your typical day like? --Tell me about your family & friends. --Do you like ___? (dogs, cars, etc.)

--What is your neighborhood like?

--How do you feel about your housing?

--Who in your house is working? Where?

• Things I Like (language can be modified)

(ICA p. 49)

• Things I am Good At (ICA p. 54)

• What’s Important to Me (GT p. 12)

• Hopes and Dreams (using music) (ICA p. 32)

• Goal Setting (guided conversation topics) (ICA p. 34)

• Job Values (ICA p. 60)

• What Kind of Jobs do People Have? How Did You Get Those Jobs? (ICA p. 17)

• Life Line or CHETA – Career Mapping (ICA p. 42)

• If Drinking

--Give validation/vision on areas you can.

--You tell me you want xyz, and I can see how you would do well. Here’s what worries me (I own this.)

--Where is the flexibility of work?

--Can you recall one positive experience about work?

--Was your pattern of drinking the same/less when you were working?

--Mentoring/accomplishments

--What are you doing right now? (ID skills)

-- get up on time

-- going shopping

--consumer experiences translated to work

• If Mental Health Issues

Mental health vs. developmental disabilities

--focus on strengths

• Extension Activity for “Things I Have Done”

– one-on-one conversation with ES (ICA p. 45)

--How well does the client understand me?

Can he/she related to me?

General check-in questions, neutral small talk to check on understanding

What are your day-to-day activities?

• Develop a sheet of positive responses to negative responses.

• Sharing success stories among those in housing (short & targeted)

• Peer mentoring

--IMPACT clients or residents in housing or Work1st who are farther along --preparation for action stage --casual introduction / bring up with someone & ask for permission --outreach arm, downstairs in kitchen

• Vocationalize the environment at WorkFirst and in the house. Small group work – making it the norm to do group work and meet with WorkFirst staff. Groups can also include people in the house who are farther along in their employment journey. Encourages informal “peer mentoring”.

Group work can also include times to share and tell about a time you were

• Things I Am Good At Extension Activity (demonstration of a “things I could show someone else how to do”)( ICA p. 53)

• Suggested readings for book groups: More Than a Job; Picking Up the Pieces; Speaking Out on Work; Working, Claiming What is Ours; and Hard Times, Happy Times. (GT p. 23)

successful.

• Help clients develop life skills:

--help them meet practical needs

--accessing services/community groups

--faith groups

--AA in the community

CONTEMPLATION Considers employment as a possibility; will talk with staff about working, may ask about implications of employment.

Client says/feels -

“ Work is for some guys- not for me right now –maybe later”

“I’ll see what you offer but I won’t commit.” Outcomes Key outcomes that indicate client is moving to next stage:

Comes to a meeting outside of the house re: employment goals. Agrees to take some employment related action: Key Train, computer tests, etc. Client is more comfortable with the term/concept employment. Client can define what employment means for them. Client says “What do I need to do next?”

Competencies By participating in the activities in this stage, clients are enhancing these soft skills:

• Thinking: creative thinking, problem-solving, seeing things in the mind’s eye (life line, picture of bridge to job) • Information: acquiring and evaluating information, uses computers to process information • Basic Skills: reading, writing

ACTIONS RESOURCES Key goals in this stage: --educate about what is out there --help client see a bit of what is ahead --make the path to employment clearer --begin to introduce tools, and move toward formalization Activities:

• Create a picture of the bridge to your job

• AVIATOR website

• Walking Tour II – ID specific jobs/places

• visits to job sites & job fairs

• make lists of pros/cons for working

• values clarification (several ways)

• express empathy for fears & concerns

“If this was me . . ., I would feel . . .”

• PICBA – A Problem Solving Technique

• Guides for Career Exploration Websites

• Career exploration on the internet including videos (ICA pp. 70-78. Includes 3 versions of worksheets for recording information found on the websites.)

Recommended career exploration sites to use:

• World of Work Map internet site (correlates with WorkKeys) (also see ICA p. 98 for “Reality Check” activity using this site.)

• MassCIS –

Suggested features: O’Net Interest Profiler, Work Importance Locator, Career Cluster Inventory, Reality Check (set-up for Youth but useful for adults as well). This site is continually updated. Clients can start a “Portfolio” on the site.

• Informational Interviews

• role plays

• employer panels based on client interests

• employer panels at the house

• websites with videos

• sharing client success stories

• pre-job club for those in this stage

• Discover Cards II – keep in a file box. Cards have sections to fill in. More

formal than Discovery Cards I. Can be filled in quickly to record an accomplishment. If gather certain number of cards or meet a certain number of times then receive an incentive.

“Treasure Hunt” can move beyond immediate neighborhood to explore the city and become familiar with resources available for employment. Expand client’s view of what’s around. Can include visiting libraries, career centers, job fairs, and potential job sites.

(Can do this very informally with people in the house or can bring in guest speakers.) (ICA p. 81)

• Job Fairs (ICA p. 86-87)

• Job Values (ICA p. 58)

• Things I Have Done (ICA p. 45)

• Identifying Skills (ICA p. 50)

• Smart Consumer of Education (ICA p. 128)

• Options for Further Education (group panels

in the house) (ICA p. 132)

• Resource Mapping (BP – p. 191)

• Second Commercial (BP – pp. 20 – 30)

• Tell Us About Yourself (BP – pp. )

• I am . . . Worksheet

• Action Plan

PREPARATION Taking stock of oneself to plan for pursuing a job; makes vocational plan; gathers information; expresses concerns; seeks solutions to potential problems; enters training or educational programs to prepare for employment; considers risks of substance use linked to working and develops response plan.

Client says/feels- “ I am interested in work – what do I need to do to succeed this time?” Outcomes Key outcomes that indicate client is moving to next stage: Develop an EAP focused on short-term job goals. Begin to develop a Portfolio. Identifies career goals. Client takes more responsibility for actions. Participates as a volunteer or in an internship. Identifies education or training options available. Enters education or training.

Competencies By participating in the activities in this stage, clients are enhancing these soft skills: Information: acquires and evaluates information, organizes and maintains information, interprets and communicates

information Thinking: creative thinking, decision making Personal Qualities: self-management, responsibility

ACTIONS RESOURCES Key goals in this stage: --Begin to move toward more structured meetings using Action Plan worksheet. The one-page Action Plan is used to document what the staff and client will each do, and includes:

--summary (“This is what we did today.) --next steps (“Here’s what I’ll do, and here’s what you’ll do between now and the next meeting.”)

It is signed by both and, whenever possible, a copy given to the client at the end of each meeting. --Continue to educate client on options. --Start or continue development of Portfolio. --Introduce Key Train as a key tool to prepare for training. Activities:

• career mapping/collages

• career exploration tools

• websites

• education and training program presentations

• job shadowing

• pre-job club

• Key Train tests for specific skills identified through career exploration on the internet.

• Career exploration on the internet including

videos

Recommended career exploration sites to use: • World of Work Map internet site

(correlates with WorkKeys)

• MassCIS – Suggested features: O’Net Interest Profiler, Work Importance Locator, Career Cluster Inventory, Reality Check (set-up for Youth but useful for adults as well). This site is continually updated. Clients can start a “Portfolio” on the site.

• Creating a Resource Map

• Using Good Judgment

• Being Assertive Not Aggressive, Tips for (BPP)

• entering education/training program

• volunteer/internship

• discuss disability/substance abuse & relationship to work goals

▪ problem solving

• present options for education & training programs ▪ explore realities of what it takes

• look at benefits and how they are affected

• Start to meet in other locales including at a career center with a OSCC staff person or meet at a health center.

• Prepares resume, complete paper and on-line job applications

• Prepare for interviews (role play, mock interviews)

• Identify needs for program or job (clothes, alarm clock, etc.)

• Communication Styles Exercise (BPP)

• Planning Ahead

• Smart Consumer of Education

• Options for Further Education (group panels in the house)

• Creating a Resource Map • Job Shadowing Activity and Worksheets

• Your Attitude, Attitude Self-Assessment

(BP)

• Completing an On-line Job Application

• Completing a Job Application

• Developing a Resume

• Mock Interviewing (insert materials from Impact)

• Getting Ready for the First Day of a Job (BPP)

• Do’s and Don’ts in the Workplace (BPP)

ACTION Actively job searching, volunteering or doing an internship, participating in education or training, or completing job trainings. Client says/feels- “This is my plan for getting and keeping a job and here is how I want you to help me.” Outcomes Key outcomes that indicate client is moving to next stage: Get a job. Secures a volunteer placement. Participates in an internship.

Competencies By participating in the activities in this stage, clients are enhancing these soft skills: Information: acquires and evaluates information, organizes and maintains information, interprets and communicates

information Thinking: creative thinking, decision making Personal Qualities: self-management, responsibility

ACTIONS RESOURCES interviewing

uses computers at the Career Center

works independently to job search

complete applications resumes writing thank you letters volunteering/interning

talking with others to network re: jobs, training

job clubs house talks post gathering benefits analysis (“If I earned this ___, my benefits would be ___.”) planning and time management counseling/coaching to keep client motivated getting information on jobs reassess skills acquired reviews and updates career plan, revises ST/LT goals

The Hidden Job Market

Networking: Your Path to the Hidden Job Market

Completing a Job Application

Completing an On-line Job Application

Developing a Resume

Keeping Track of Your Job Search Activities

Telephone Etiquette

Job Search on the Internet

Preparing for an Interview Basics

Planning for a Successful Interview

Mock Interviewing

Follow-Up to Interviews

Timekeeping Practices

Understanding Your Paycheck and

Benefits

Getting Ready for the First Day of a Job

On the Job Problem Solving

MAINTENANCE Remains attached to the workforce; resolves on-the-job problems; seeks re-employment when there is a job loss; secures new work within 2 -3 months of a job loss. Client: --Goes to work every day. --Continues to acquire job specific skills for current job and hones transferable soft skills to maximize retention and long-term career opportunities. --Becomes comfortable working. --Feels they belong, have a sense of identity. --Develops a sense of identity. --Can identify limits & what they need to know. --Knows & under-stands benefits & wages and knows where to get support. Client says- “I have my job – this is going well. This is not going well.” Outcomes Key outcomes that indicate client is successful in this stage: Stays in job. Moves to next level at current workplace. (This includes moving from a volunteer or intern position to a paid position,

or from a part-time to a full-time position.) Adjusts to work.

Competencies By participating in the activities in this stage, clients are enhancing these soft skills:

• Resources: identifies, organizes, plans, and allocates resources • Understands Systems • Personal Qualities: responsibility, self-management, sociability • Thinking: knowing how to learn

ACTIONS RESOURCES Review soft skills including: communication, teamwork, conflict

resolution, know how to ask for help

Use charts and role plays.

Use tracking systems for recording check-ins with both client and employer.

Meet off-site.

Be free when they are free.

Check on support services:

--child care

--transportation

--financial concerns

--other medical appointments (AA, therapy)

Identify skills needed for retention/advancement.

Look at career ladder opportunities at the work site or elsewhere.

--what are you learning?

--what are your building toward?

• Working with Diversity

• Accepting Direction/Criticism

• Defining Conflict and Its Causes

• Resolving Conflict in the Workplace

• Working with Others on a Team

• Coping with Change

• KeyTrain – identify skills to develop for advancement

• Career Ladders

RELAPSE Person uses available supportive services to stay employed; considers next job or career moves; considers additional training needed to get more satisfying work; uses earned income legitimately; learns skills to respond to trigger events or moments. This is an opportunity to learn/rework. People feel shame/vulnerable, and need emotional care. Client says/feels- “I want to be part of the group and going out after work for a drink is just too hard to avoid.” Outcomes Client continues employment, finds another job, or goes to school/job training. Competencies By participating in the activities in this stage, clients are enhancing these soft skills:

• Personal Qualities: responsibility, self-management, integrity/honesty • Thinking: decision making, problem solving

ACTIONS RESOURCES • Reaffirm what they have done.

• Revisit previous stages, starting where the client is

See other stages.