|
HEALTHCARE
|
Ages 14-16
|
Ages 17-19
|
Ages 20-24
|
| Meet privately with the youth for part of the office visit |
x |
x |
x |
|
Encourage the youth to assume increasing responsibility for own health care management
|
|
|
|
| Assure the youth understands own health condition and medications |
x |
x |
x |
| Send copies of reports, letters and tests to the youth and family |
x |
x |
x |
|
Provide anticipatory guidance
|
|
|
|
| Nutrition and fitness |
x |
x |
x |
| Sexuality and relationships |
x |
x |
x |
| Substance abuse and smoking |
x |
x |
x |
|
Assess the youth and family's readiness for transfer to an adult health care practitioner
|
|
|
|
| Initiate discussion about transfer to an adult health care practitioner |
x |
x |
x |
| Identify possible adult care practitioners |
|
x |
x |
| Encourage patient to meet and interview adult practitioners |
|
x |
x |
| Initiate communication with the adult practitioner that the patient has selected |
|
x |
x |
|
Implement the transfer to an adult primary care HIV Practitioner
|
|
|
|
| Transfer medical records |
|
x |
x |
| Discuss nuances of care with the adult practitioner |
|
x |
x |
| Follow-up after transfer |
|
x |
x |
|
Assess the youth's ability to make independent decisions regarding health care, finances and other adult concerns for determining whether there is a need for guardianship/ conservatorship or further education
|
|
|
|
| Initiate referral for assessment of competence if needed (psychiatric services) |
|
x |
x |
| Provide medical documentation |
|
x |
x |
| Follow-up on the process |
|
x |
x |
Practitioner Transition Checklist and Timeline: can be modified as developmentally appropriate for your youth patient. Use clinical judgment as to which items apply to your patient.
Adapted from the Institute for Community Inclusion at Children's Hospital, Boston, as part of the Massachusetts Initiative for Youth with Disabilities # HO1MC00006 (Title V, Social Security Act)
|
EDUCATION
|
Ages 14-16
|
Ages 17-19
|
Ages 20-24
|
| Ask the youth and family how you can participate in the individualized education program planning process |
x |
x |
x |
| Focus on the youth's course of study as it relatesto their long-term plans and goals |
x |
x |
x |
| Discuss with the youth plans for further educationbeyond high school and assist with the appropriateresources to meet those goals |
x |
x |
x |
|
EMPLOYMENT
|
|
|
|
| Initiate discussion of different routes to employmentsuch as higher education or technical training |
x |
x |
x |
| Encourage the youth to explore community vocational opportunities and to become familiar with vocational services, even if further education is planned |
x |
x |
x |
| Discuss with the youth and family the importance of early work experiences and job-related skills such as resume preparation and interviewing |
x |
x |
x |
| Remind the youth and family that individualized transition planning should focus on developing a vision for employment and education |
x |
|
|
| Encourage the youth and family to contact local and state agencies involved in employment services; also consult your social worker |
x |
x |
x |
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RECREATION
|
|
|
|
| Discuss in home and community recreation options |
x |
x |
x |
| Assist in the develop strategies to foster friendships and avoid social isolation; assist in social networks such as support groups and peer facilitator training to mentor other youth |
x |
x |
x |
| Share health care information that may affect the youth's ability to participate in recreational activities |
x |
x |
x |
