A STABLE FORCE
IN A TURBULENT WORLD
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Mental Retardation Services
Mental Retardation Services focus on the needs of children and adults with mental retardation.
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Case Management Mental Retardation (MR) Case Management Services assist individuals and their family members to access needed services that are responsive to the individual's needs. |
The following are examples of the services by Case Managers:
identifying and reaching out to potential consumers assessing needs and planning services linking the individual to services and supports assisting the person directly to locate, develop or obtain needed services and resources coordinating services with other Community Services Boards enhancing community integration making collateral contacts monitoring service delivery advocating for individuals in response to their changing needs assuring service authorization of Medicaid Waiver services
| Mental Retardation Supportive Living Services Supportive living services (SLP) are supplemental to the primary care (such as room and board and general supervision) provided by a parent or similar caregiver. They may also provide supports to a client whose level of independence does not require a primary care provider. Case management services occur in conjunction with supportive living services. A choice of service providers is available to supply these services to Norfolk citizens with mental retardation. |
Supportive living services are provided on an individualized basis according to the plan of care and are usually delivered with a 1:1 ration of staff to client. They are usually provided by staff in the individual's private residence, home or apartment, although services can be provided out in the community as well.
| Family Support Family Support offers assistance for families who choose to provide care at home for family members with mental retardation. Family support is a combination of financial assistance, services, and technical supports. |
Family is defined as the natural, adoptive, or foster care family with whom the person with mental retardation resides. The family defines the support. Family support may include the following items, among others:
respite care adaptive equipment personal care supplies and equipment behavior management minor home adaptation or modifications other extraordinary needs
| Individual Support Individual Support provides financial or technical support to persons with mental retardation who do not live with a family member. The individual may live alone or in a community-based residential program (supported living arrangement, adult care home, nursing home, etc.). The individual requesting the assistance may define the support needed. Assistance that is available through individual support may include the following, among others:
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| Respite Options Respite provides temporary relief from care-giving responsibilities for a family member with mental retardation or developmental delays if under eight years of age. Respite options provide families with financial assistance to pay for care. The program allows families to have options in the selection of care providers. Respite may take place in the family home, a community setting (recreational activities), or the home of the provider. Services are limited to the availability of funding. |
Click Here For Frequently Asked Questions About Mental Retardation
Infant Development Program
The Infant Development Program provides a system of early intervention services to ensure eligible children and families receive necessary services to support their holistic development. To determine if a child would benefit from early intervention services, a comprehensive evaluation is completed to assess all areas of development including gross motor skills, fine motor skills, communication, self-help skills, cognition and social-emotional development. Children who are having difficulty attaining the developmental milestones, who have a diagnosed condition known to impact development, or whose development is considered atypical, qualify for services.
Every family is assigned a service coordinator who will assist throughout the process and ensure the family is able to access the resources necessary to meet their individualized goals. This includes facilitating the development of the Individualized Family Service Plan (your goals), coordinating the assessment, ensuring therapeutic interventions are implemented and helping with transition to public schools or wherever the families chooses for their child by his or her third birthday.
Early intervention services help each child learn new skills and help families find ways to encourage their child's growth and development. Services are provided wherever the child typically spends his or her time—in the home, at daycare, in the community and even at Grandma's house. Examples of services offered include speech therapy, physical therapy, occupational therapy, special instruction, family training and counseling and much more, based on the individual needs of the child and family.
| Speech delays |
| Motor delays |
| Complications resulting from prematurity |
| Medically fragile infants and toddlers |
| Genetic conditions such as Down’s Syndrome |
| Vision Impairments |
| Hearing Loss |
| Feeding issues |
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Behavior issues |
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Sensory Integration Processing concerns |
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Congenital Conditions affecting the brain |
| A Service Coordinator is assigned to every family and will assist the family through the evaluation process and in identifying and accessing community resources and support, including transition into Norfolk Public School 's preschool special education services or other appropriate preschool setting. |
| A comprehensive developmental evaluation will be conducted in the areas of gross and fine motor skills, cognitive skills, speech and language skills, adaptive skills and social and emotional skill development. There is no charge for this initial evaluation. |
| Individualized Family Service Plan For each child eligible to receive services following the initial evaluation, a detailed and individualized service plan will be developed with the family to address the needs of both the child and the family. |
| Families can be linked to providers who are experts with infants and toddlers with developmental delays. These professionals offer occupational, physical, and speech therapies on an as-needed basis. |
| The early childhood special education teacher helps infants and toddlers explore their environment and learn about their world through play. The teacher can also help parents understand their child's unique needs and assist parents in finding ways to encourage their child's growth and development. |
| Special Events A variety of special events are offered which allow families the opportunity to meet other parents and children and to participate in community activities. Events include weekly Gymboree classes, Treasure Truck visits by the Norfolk Public Library's Early Literacy Librarian, Pool Time at a City Park indoor toddler pool, and monthly field trips to places such as the Pumpkin Patch, the Science Museum, the Norfolk Zoo and the Portsmouth Children's Museum. |
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Counseling and Family Therapy |
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Prevention and Youth Services
Prevention and Youth Services works to raise the awareness of Norfolk 's youth and their families about issues related to mental illness, mental retardation and substance abuse.
Dedicated staff employ state-of-the-art programs and services to help youth and families reduce the negative impact of these issues in order to improve the quality of life of the family and to enable youth to become positive and productive citizens.
Prevention Services
| Student Assistance Program A school-based substance abuse prevention and early intervention program offering education, training, assistance, and support for students and their families affected by or at risk of being affected by alcohol, and/or other drug related problems. Student Assistance Counselors located in Norfolk high schools also work within the academic setting to promote mental health and positive life choices. Examples of some of the activities offered include:
Students enrolled in a high school in the Norfolk Public Schools District are eligible to access services through the Student Assistance Program. School administrative staff, parents, or students may refer a student; however, participation in the program is voluntary, not mandatory. All contacts are confidential. |
| Student Assistance and Community Education Prevention staff work in both middle and elementary schools to deliver a bullying prevention program called “Get Real About Violence. ” This program is currently being offered in fifth and sixth grade classes and works to change attitudes and perceptions towards violence within students' homes, schools and communities. |
In addition, Prevention staff work with other community agencies and throughout the City of Norfolk to provide education and information on a variety of topics to promote healthy lifestyles, including—but not limited to—the following:
Participation in community/agency health and wellness fairs Short term education programs such as Tobacco Prevention Representation at local conferences and universities Collaborative efforts with other Community Services Board programs and community agencies Participation in city-wide partnerships such as PACE (Police and Community Enforcement), NIC (Norfolk Interagency Consortium), Norfolk Youth Planning Committee Participation in the Norfolk Community Services Board Speakers Bureau Delivery of substance abuse education to court-referred youth
Treatment Services for Youth
| Substance Abuse and Clinical Services Licensed and master's level professionals provide assessments and appropriate clinical services to address emotional and/or behavioral issues related to substance abuse and/or mental health issues that impact the ability of the youth to function as productive, law-abiding citizens. Among the intervention strategies are the following:
Program services are based upon individual needs and are designed and offered to provide maximum support and benefit to referred youth. Each youth is assessed by a licensed clinician, and an appropriate treatment plan is developed that identifies goals and treatment strategies. Length of stay within the program will vary, depending upon the identified needs of the individual youth. |
| SED (Severely Emotionally Disturbed) Case Management Case managers offer assistance and support to youth and families who are dealing with issues surrounding serious mental illness. |
The following services are provided to help maintain you in their family or community-based environment:
Advocacy Linkage Monitoring Referral to appropriate services to address clinical, shelter and support needs Staff work closely with professionals throughout the community, including schools, social service agencies, home-based providers and therapists to ensure that youth and families receive support and follow through with appropriate treatment interventions.
What is Mental Retardation?
An individual is considered to have mental retardation based on the following three criteria:
| Intellectual functioning level (IQ) is below 70-75 |
| Significant limitations exist in two or more adaptive skill areas |
| The condition is present from childhood (defined as age 18 or less) AAMR, 1992 |
What are the adaptive skills essential for daily functioning?
Adaptive skill areas are those daily living skills needed to live, work and play in the community. They include communication, self-care, home living, social skills, leisure, health and safety, self-direction, functional academics (reading, writing, basic math), community use and work.
How many people are affected by mental retardation?
Based on the 1990 census, an estimated 6.2 to 7.5 million people have mental retardation. That is about 3% of our population, or one American out of 35. Mental retardation can occur in any family and cuts across the lines of racial, ethic, educational, social and economic backgrounds. A child with mental retardation is born every 5 minutes in the United States .
How does mental retardation affect individuals?
The effects of mental retardation vary considerably among people, just as the range of abilities varies considerably among people who do not have mental retardation. About 87 percent will be mildly affected and will be only a little slower than average in learning new information and skills. The remaining 13 percent of persons with mental retardation, those with IQs under 50, will have serious limitations in functioning; however, with early intervention, a functional education and appropriate supports as an adult, all can lead satisfying lives in the community.
Isn't mental retardation a type of mental illness?
While persons with mental retardation may also have mental illnesses, these conditions are separate.
Mental illnesses are severe disturbances of behavior, mood, thought processes and/or social and interpersonal relationships. They can be temporary, can occur in adult and middle years, and do not necessarily interfere with strictly intellectual abilities.
In contrast, mental retardation is a lifelong condition which occurs at or near birth, and which always interferes with a person's intellectual abilities.
