Assignment: Harm Reduction Safety Plan Name: Kate Morden Instructor: Heather Kelly Course: COUN94 Trauma and

d Intervention Date: Friday, February 22nd, 2013

Part A Components/Sections that should be used in a safety plan: 1) Investigate It is important to investigate the situation and environment of the child/youth to know how much of a risk the child/youth is in. How much danger is this child/youth in? Is the child/youth a victim? Is this child/youth at risk to him/her self or others? Can the child/youth remain in their current environment or does the child/youth need to be removed to ensure his/her own safety? 2) Reasons for the Safety Plan When developing a safety plan, it is important to know the reasons why the safety plan is in place (CPRI, n.d.) Why does the child/youth need a safety plan and how will it help them? What are the risks or problems regarding the child/youth? (CPRI, n.d.) For example, is the child/youth in danger at home or school (or elsewhere) from physical, sexual or emotional abuse, neglect, or domestic violence? Is the child/youth homeless? Is the child/youth displaying unsafe and/or concerning behaviours towards themselves or others? These questions should be reviewed before the safety plan can be put into place; that way, CYWs are aware of the action that needs to take place. 3) Rules and Expectations It is important to know whom or what it is that needs to be protected so that safety is ensured; for example, is it the child/youth, other children/youth, family members, people in the community, animals, or property (CPRI, n.d.). It is also important to be aware of when and where the behaviour occurs, for example, what triggers their behaviour? (CPRI, n.d.) Furthermore, it is beneficial to know who is involved in the plan; for example, is it a CYW, a teacher, a caregiver, etc.? (CPRI, n.d.) Also, what reinforcements and consequences will there be regarding the child/youths positive and/or negative

behaviour? (CPRI, n.d.) In addition, what type of action can be put into place to help decrease the child/youths negative/concerning behaviour? (CPRI, n.d.) 4) Support Plan It is important to know when the safety plan will be reviewed; for instance, how often will you review it and once you review it, what is the outcome you are hoping for? (CPRI, n.d.) If something were to change in the child/youths life, how would this effect the current or future safety plan? (CPRI, n.d.) It is also important to have a back up plan, in case the safety plan fails (CPRI, n.d.) If the safety plan does fail, what other options are there? What actions need to be taken next? During and after the safety plan is put in place, it is important to re-evaluate the plan What did and didnt work? Why was this the case? How can the safety plan be improved for next time? (CPRI, n.d.) 5) Available Supports It is important that the child/youth knows whom he/she can contact when he/she is in danger or in need of support (CPRI, n.d.) The child/youth should have a list of emergency contacts that state their name, number and address; for example, they can contact people or agencies, such as a CYW, friend or family member, neighbour, 911, CAS, Kids Help Line, and so on. 6) Safe Locations The child/youth should also know of one or more safe locations in which he/she can go to if he/she is in danger; for example, this could be a house of a trusted friend, family or neighbour, a safer room/area either indoors or outdoors, a homeless shelter, outreach programs, the police station, etc. 7) Healthy Coping Strategies The child/youth should know healthy coping strategies that he/she can utilize in times of stress; for example, a stress ball, using an elastic band instead of cutting, breathing techniques, writing, etc.

Part B Scenarios: Scenario #1: Sarah is 14 years old. She is Canadian. She lived on the streets for the last 2 years. Her mother died when she was 6 years old and her father is addicted to substances, consequently, abandoning her. She was placed in several foster homes, but ran away from all of them, stating she feels more at home on the streets. Physical - Water/Food - Shelter (i.e. under a bridge or roof) - Blanket/Pillow - Clothes that are appropriate for the weather/season - Hygiene supplies Psychological - Health care - Counselling - Cognitive behavioural therapy - Crisis/Family intervention - School program Emotional - Emotional support - Assistance - Healthy coping strategies to use - Basic survival/life skills group - Support groups Social - Emergency contact numbers - Resources (i.e. outreach programs for children/youth) - Homeless partner (safer to be with someone rather than be alone) - Food banks - Job fairs

Scenario #2: Mary, age 7, and her family immigrated to Canada 3 years ago from Sudan. Her parents do not speak English and are both unemployed. Mary was has been attending Hopewell Public School since she arrived in Canada. Mary has made some progress in terms of academic and ESL, however, Mary frequently arrives to school appearing listless, exhausted and depressed. Her clothing ripped her hygiene very poor and she seldom brings a lunch. Physical - Water/Food - Sleep - Clothes - Hygiene supplies - Health care Psychological - Counselling services for Mary - Family intervention - Cognitive behavioural therapy - Educational assessment (I.E.P.) - Tutoring at school for academics Emotional - Emotional support - Assistance - To be loved and cared for by others - Healthy coping strategies to use - Comforting object (i.e. teddy bear) Social - Job opportunities for her parents who are unemployed - ESL classes for both Mary and her parents - Parent/Family support courses - Welfare - Food banks

Reference: CPRI. (n.d.). Promoting Safety and Sexual Health: Developing a Safety Plan. [Online]. Retrieved Friday, February 22nd, 2013 from: http://cpri.ca/uploads/section000033/files/626p_developing%20a%20safety%20pl an%20revised%20jul%2009.pdf