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Children & Family Services
PIER Program

"PIER" Model

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IMCES promotes focusing on wellness while addressing illness and empowering people with strength-based information. Our prevention model extends to include prevention of severe mental illness/psychosis in our community.

 

IMCES was awarded to implement the PIER (Prevention, identification, and early referral) program. Our PIER program is designed to reduce the progression of psychosis in youth and young adults (12-25) at clinical high risk for psychosis (previously referred to as the prodromal phase of psychosis). The program is designed to implement, through a unique focus on identifying severe mental illness in its early stages – a time when in has been shown to be highly treatable.

 

Key Components:

The program uses evidence-based treatments (EBP). The critical feature of this approach is community outreach by our clinical team to school professionals, general practitioners, pediatricians, and other groups to educate and inform about the early signs of mental illness. Our clinical team has been specially trained by the developer.

 

Three Part Approach

  • Community Outreach

  • Screening and Assessment

  • Treatment

 

By leveraging three key integrated components, we substantially reduce symptoms, improve function, and decrease relapse.

SPECTRUM OF SERVICES

The spectrum of services provided through the PIER Model include a combination of psychoeducation, supported education & employment, and pharmacologic treatment.

 

Treatment services include:

  • Individual Therapy

  • Parent/Family Peer Support

  • Multifamily Group

  • Medication Management & Support

  • Employment & Education Support

  • Case Management

  • Linkages to Support Groups    

ELIGIBILITY

Adolescents or young adults, ages 12-25, experiencing some of the following difficulties that have begun or worsened in the past year: 

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  • Feeling "something's not quite right"

  • Having trouble thinking clearly, focusing or concentrating 

  • significant drop in school or work performance

  • Unusual thoughts and confusion 

  • Fearful for no good reason

  • Difficulty communicating and understanding

  • Suspicious, fearful, or uneasiness with others

  • Mood instability

  • Declining interest in people, activities, and self care

  • Hearing sounds/voices that are not there

  • Severe anxiety

  • Disrupted sleep patterns 

STRUCTURE OF SERVICE DELIVERY

The PIER Model redefines mental health treatment through a unique focus on identifying severe mental illness in its early stages - a time when it has been shown to be highly treatable. By Leveraging three key integrated components, Community Outreach, Assessment, and Treatment, we substantially reduce symptoms, improve function, and decrease relapse. PIER Model's use of evidence based treatments, the critical feature of this approach is community outreach by a clinical team to school professionals, general practitioners, pediatricians, and other key group to educate and inform about the early signs of mental illness. 

Wraparound Program
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pierprogram

PROGRAM GOAL

Our goal as a Wraparound provider is to assist families in remaining together and encouraging them to nurture and care for their children within their natural communities. IMCES staff engages with families in a manner that supports and respects cultural values and beliefs. Wraparound staff joins with families and create the Child & Family Team to support families on their journey to health and wellness.​

The scope of comprehensive interventions: Wraparound Services are uniquely designed to address child and family needs with relevant care plan in the following domains:

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  • Safety

  • Family

  • Social

  • School/Education

  • Emotional/Behavioral

  • Money Matters

  • Health/Medical

  • Fun/Recreational

  • Work/Vocational

  • Cultural/Spiritual

  • Legal

  • Housing

SPECTRUM OF SERVICES

Wraparound is an intensive community-based approach which uses holistic methods of engaging individuals and families with complex needs.

STRUCTURE OF SERVICE DELIVERY

Wraparound services are provided in a manner that reflects and incorporates the following Wraparound principles: Family Voice & Choice, Team Based Decision Making, Use of Natural Supports, Collaboration, Cultural Humility, Strength based, Community Based and Persistence in service delivery towards the Identified Outcomes for each child and their family. Wraparound teams create and follow a comprehensive plan that supports children & families gaining the skills and resources necessary to achieve independence and self-sufficiency. ​

School Based Mental Health

PROGRAM GOAL

IMCES is commited to reaching the school-aged, ethnically diverse populations in our community within the convenience of their schools.  The program is designed to reach children as early as possible and deliver the goals of the EPSDT (Early Periodic Screening, Diagnostic, and Treatment) program.  With this, we are able to reach children in need of prevention and intervention in order to protect them from high risk factors that may detract to their healthy development.  Students are referred by the school psychologist, the PSA counselor, or any administrator who has been designated as the referral source at the school.  Students are usually referred to the school psychologist or counselors by parents, teachers, or other school staff members.​

STRUCTURE OF SERVICE DELIVERY

The structure of service delivery at IMCES is team-based.  Each team is comprised of a therapist, a case manager, and a psychiatrist (on as needed basis) as well as the client’s teachers, parents or anyone else involved in client’s life.​

LOCATION

Services are provided to the students at the schools.  During summer breaks and when students are off-track, services are continued in IMCES office, at the school, or in students’ home, whichever is more feasible for the students.

ELIGIBILITY

Low-income students with Medi-Cal.

The population served by IMCES is composed of students who are enrolled at the School or in other educational programs conducted on the School site (e.g., continuation, alternative schools) who are exhibiting some symptoms, issues, or problematic behaviors (i.e. low academic performance, social withdrawal or acting out behaviors).

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