Literacy staff reported that, as a result of literacy awareness training by OCCL, fewer inappropriate referrals were being made by mental health workers.
Mental health workers need to know more about the work of literacy programs. They need to find out whether the client would work best in a one-to-one situation or in a small group. One-on-one programs were often identified as being the best for mental health clients by workers and clients. However, it is important to note that some clients have made lifelong friends in literacy programs.
Literacy program staff said they are not able to handle students who are disruptive or who have severe anger management issues.
Literacy programs have to be careful about tying up valuable staff time on issues not directly related to literacy. It is important to recognise that programs cannot spend an undue amount of attention on ‘counselling’ of the learners, especially when there is no certainty that the learner is going to make progress in the literacy program. In situations like this the learner often forms an attachment, and it is difficult to move on. It is not usually possible to refer the learner to another LBS program, but staff don’t want to be part of yet another ‘failure’ on the part of that learner. For this reason it is important to insist on a meeting with a support worker, where the Working Together groundwork is thoroughly discussed, roles and expectations are clearly laid out.
Participants suggested allowing clients to visit a literacy program that they think might meet their needs. Clients could observe a session without making a commitment. They need to know that the program is a safe place to be. This would be followed by an intake interview if everyone agreed it was a good match. No program is right for everybody and a trial period allows an opportunity to try out a placement. This could be followed up with a conversation between client, mental health worker and instructor to discuss issues and if necessary to find suitable ways of addressing them.
During the intake process literacy staff try to find out as much as possible about the potential learner. Literacy and mental health staff suggested that assessors ask if there are any health problems that might affect learning. Alternatively, assessors could mention learning disabilities, special education and ADHD or ask if the person has any special needs or medical conditions that staff in the program should know about. If the person discloses mental health issues the assessor could follow up with the following questions: