Victor Community Support Services

Transition Services

Transition Services is a part of .

We work with Transition Age Youth and Young Adults in San Bernardino and Riverside Counties, providing them with vocational and employment support services that teach them employment skills to effectively move them into meaningful work.  Providing them the opportunity to obtain marketable job skills further supports their transition into adulthood.

 

Learn Empower Advocate Persevere (LEAP)

Learn Empower Advocate Persevere (LEAP) is a part of .

LEAP (Learn Empower Advocate Persevere) is a program that provides intensive advocacy services and evidenced based interventions to youth  involved with Riverside County Department of Social Services and Riverside County Probation. This is a strength based intervention implemented to resolve immediate family crisis and help each family and youth create support systems in their community. 

Agency: 

Military Families

Military Families is a part of .

Military Families is an early intervention program for all veterans and their families, active duty or retired military personnel, reservists or National Guard and who have served on or after September 11, 2001. Staff provide comprehensive assessments and screenings and offer support groups, case management and referrals, as well as individual, couples and/or family counseling. 

Urban Resiliency Program

Urban Resiliency Program is a part of .

Victor Community Support Services in Davis operates in partnership with Yolo County Mental Health, schools, and other public and private service agencies to serve local children and families. We strive to help young people make healthy choices that can propel them toward their dreams. Group and individual services are offered in the Woodland, Davis, and Washington School Districts as well as the alternative education programs in Yolo County. Other group and Parent Education programs are held in community settings where the children from these areas play and live. The Urban Resiliency Program utilizes a variety of Prevention and Early Intervention Programs.

We strive to help young people make healthy choices that can propel them toward their dreams.

 

 

Victor Community Support Services is a community-based focused agency which delivers mental health and family support services in the homes, schools and communities in which people live. VCSS delivers programs ranging from prevention and early intervention programs to highly intensive home-based services designed to prevent residential and other institutional placements. VCSS is focused on empowering people of all ages to build upon their strengths and capacities to address the problems and needs they have within their lives.

You have rescued us from danger, financial hardship and just been there for us unconditionally. You feel like you WANT to be a part of our family and that is a feeling I have never felt.

Each of the service sites within this organization share common goals and a treatment philosophy grounded in the belief that children need families, and that support should be provided in the communities where they live and attend school. VCSS offers a multitude of services to a very extensive list of target populations residing in the communities they serve. Some of the many services include: Wraparound, Specialty Mental Health Services, Therapeutic Behavioral Services, Foster Care Assessment and Treatment, Juvenile Justice Assessment and Treatment, 0-5 Services, Co-Occurring Disorders Treatment, Prevention and Early Intervention, and School-Based Services. VCSS has a comprehensive array of Evidence Based Practices as the foundation for its wide variety of community-based mental health services and strives to help children and their families succeed in their home and school environments.

 

Watch, Wait, Wonder

Watch, Wait, Wonder is a part of .

Watch, Wait and Wonder is a child led psychotherapeutic approach that specifically and directly uses the infant’s spontaneous activity in a free play format to enhance maternal sensitivity and responsiveness, the child’s sense of self and self-efficacy, emotion regulation, and the child-parent attachment relationship. The approach provides space for the infant/child and parent to work through developmental and relational struggles through play. Also central to the process is engaging the parent to be reflective about the child’s inner world of feelings, thoughts and desires, through which the parent recognizes the separate self of the infant and gains an understanding of her own emotional responses to her child. Because of the central role of the infant/child in the intervention and the relationship focus, Watch, Wait and Wonder differs from other interventions which tend to focus primarily on the more verbal partner, the parent.

Triple P

Triple P is a part of .

The Triple P--Positive Parenting Program is a multilevel system or suite of parenting and family support strategies for families with children from birth to age 12, with extensions to families with teenagers ages 13 to 16. Developed for use with families from many cultural groups, Triple P is designed to prevent social, emotional, behavioral, and developmental problems in children by enhancing their parents' knowledge, skills, and confidence. The program, which also can be used for early intervention and treatment, is founded on social learning theory and draws on cognitive, developmental, and public health theories. Triple P has five intervention levels of increasing intensity to meet each family's specific needs. Each level includes and builds upon strategies used at previous levels:

  • Level 1 (Universal Triple P) is a media-based information strategy designed to increase community awareness of parenting resources, encourage parents to participate in programs, and communicate solutions to common behavioral and developmental concerns. 
  • Level 2 (Selected Triple P) provides specific advice on how to solve common child developmental issues (e.g., toilet training) and minor child behavior problems (e.g., bedtime problems). Included are parenting tip sheets and videotapes that demonstrate specific parenting strategies. Level 2 is delivered mainly through one or two brief face-to-face 20-minute consultations. 
  • Level 3 (Primary Care Triple P) targets children with mild to moderate behavior difficulties (e.g., tantrums, fighting with siblings) and includes active skills training that combines advice with rehearsal and self-evaluation to teach parents how to manage these behaviors. Level 3 is delivered through brief and flexible consultation, typically in the form of four 20-minute sessions. 
  • Level 4 (Standard Triple P and Group Triple P), an intensive strategy for parents of children with more severe behavior difficulties (e.g., aggressive or oppositional behavior), is designed to teach positive parenting skills and their application to a range of target behaviors, settings, and children. Level 4 is delivered in 10 individual or 8 group sessions totaling about 10 hours. 
  • Level 5 (Enhanced Triple P) is an enhanced behavioral family strategy for families in which parenting difficulties are complicated by other sources of family distress (e.g., relationship conflict, parental depression or high levels of stress). Program modules include practice sessions to enhance parenting skills, mood management strategies, stress coping skills, and partner support skills. Enhanced Triple P extends Standard Triple P by adding three to five sessions tailored to the needs of the family.

Variations of some Triple P levels are available for parents of young children with developmental disabilities (Stepping Stones Triple P) and for parents who have abused (Pathways Triple P).

Transition to Independence

Transition to Independence is a part of .

The TIP Model™ prepares youth and young adults with EBD for their movement into adult roles through an individualized process, engaging them in their own futures planning process, as well as providing developmentally-appropriate and appealing supports and services (Clark & Hart, 2009). The TIP Model™ involves youth and young adults (ages 14-29) in a process that facilitates their movement towards greater self-sufficiency and successful achievement of their goals. Young people are encouraged to explore their interests and futures as related to each of the transition domains: employment and career, education, living situation, personal effectiveness and wellbeing, and community-life functioning. The TIP system also supports and involves family members and other informal key players (e.g., parents, foster parents, an older sister, girlfriend, roommate) as relevant in meeting their needs and those of the young person.

Agency: 

Thinking for Change

Thinking for Change is a part of .

Thinking for a Change (T4C) is a cognitive–behavioral curriculum developed by the National Institute of Corrections that concentrates on changing the criminogenic thinking of offenders. T4C is a cognitive–behavioral therapy (CBT) program that includes cognitive restructuring, social skills development, and the development of problem-solving skills.

T4C combines cognitive restructuring theory and cognitive skills theory to help individuals take control of their lives by taking control of their thinking (Bush, et al. 2011). The foundation of T4C is the utilization of CBT principles throughout the group sessions. There is an extensive body of research that shows cognitive–behavioral programming significantly reduces recidivism of offenders (Landenberger and Lipsey 2005).

T4C stresses interpersonal communication skills development and confronts thought patterns that can lead to problematic behaviors. The program has three components: cognitive self-change, social skills, and problem-solving skills. Lessons on cognitive self-change provide participants with a thorough process for self-reflection concentrated on uncovering antisocial thoughts, feelings, attitudes, and beliefs. Social skills lessons prepare participants to engage in prosocial interactions based on self-understanding and awareness of the impact that their actions may have on others. Finally, problem-solving skills integrate the two other components and provide participants with a step-by-step process to address challenges and stressful situations they may encounter.

Set for School

Set for School is a part of .

Set-4-School provides a comprehensive continuum of early identification, early intervention, and treatment services designed to promote social competence and decrease the development of disruptive behavior disorders among children ages 0-5.  

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