Fy13 team guidebook senior wellness

Guidebook: Senior Wellness

2012

2

ISCOPES Senior Wellness Team Guidebook 2012-2013 INTRODUCTION This year, eight women pursuing degrees in medicine, public health, physician assistance, and nursing, joined forces on the ISCOPES Senior Wellness team to bring physical and nutritional education to low-income communities. Our implementation this year focused mainly on the residents in the Sibley Plaza Apartments in Northeast DC. In this community, many of the elderly are low-income and cannot afford or have not been exposed to healthy foods or the benefits of exercise. Much of the population is diabetic, obese, hypertensive and wheelchair bound.

During the fall semester, we gathered roughly twice a month, and led sessions in laughter yoga and chair aerobics. Laughter yoga entertained and provided immediate endorphin benefits, and the chair aerobics proved easy to follow for everybody, and even caused some participants to feel the burn. In the spring, we shifted our focus to nutritional education, and brought sugar free desserts, salads, yogurt and granola, and fruit smoothies with no added sugar. We discussed the benefits of substituting certain ingredients for other healthy choices, such as whole grains and dairy with more nutritious value, while giving the residents a taste of unique foods that they would otherwise not try. We also tried to make all of the demonstrations affordable and with ingredients that are accessible to the population. During these implementations, we played games that taught awareness of different healthy foods, planted seeds in cups to later be transplanted into the residential garden, and took blood pressure. The blood pressure readings were so successful that the residents often returned specifically for them. Over the course of the year we also began to see that there was a decrease in many of the resident’s average blood pressure. In the spring, we expanded our implementations to include St. Mary’s Court Apartments in Foggy Bottom. Again, the promise of blood pressure readings proved to be a big draw for the residents.

We found that many of the residents, although initially hesitant to try new foods and exercise that they had not been exposed to previously, enjoyed the activities and understood the benefits of healthy food. Even though not all of the food went over well (tangy Greek yogurt!), the ideas that we incorporated (for example, that yogurt and granola is a healthy, low fat and protein rich breakfast) resonated with the residents. Some of the residents at Sibley Plaza even continued to exercise without us or explained that they were making healthier meal options.

Going forward, a few recommendations would be the following: • Teach every team member to do the blood pressure readings. These were very popular, and only a few team members bore the burden of conducting them.

• Start early. Due to schedule conflicts, our implementations started later in the fall than we would have liked, and we didn’t hit our stride until the spring. It’s okay even if only a couple of team members can attend.

• Find something to do outdoors. The winter made this challenging, but we heard from several residents that they rarely traveled outside, because of physical difficulties.

• Communicate! In the spring, we met every week at the same time on Tuesdays, which proved invaluable for our planning.

3 •

Assign a leader to every implementation. Everybody participates, one person is always responsible, and this takes the burden off the few most active team members.

Starter Project Details I.

Describe how your service team first unpackaged and began using your Starter Project.

This is a “do this when you get the Starter Project” part of the Guidebook. Be sure to answer: i.

Before we even began to implement the starter project we first visited Sibley Plaza to get to know the site, and the residents. The first time we visited we worked outside in their community garden. We were able to help some of the residents weed the gardens and plant some fall flowers and vegetables. This was a particularly good visit because the community garden is not typically open on Saturday. It gave many of the residents a chance to contribute to the community garden and we got to talk to them one and one. This allowed us to start forming relationships early on. We didn’t engage them in conversation about their needs/what they wanted out of the program, which in hindsight would have been a good idea. Overall, it was helpful to go that first weekend to become familiar with the site and the residents. It also could have been helpful to have everyone wear nametags at this first meeting so we could learn more names early on and they could learn who we were. ii.

Our starter project consisted of three different activities we could implement at Sibley Plaza. The first was laughter yoga, the second was chair aerobics, and the third was a field trip. In the end we implemented all three, however laughter yoga had the best outcome overall. We implemented chair aerobics two times at the end of the first semester. The first time was very successful and we were able to engage many residents. However, the second implementation was less successful because it was closer to finals and only 2 people were able to attend. We also joined a previously planned (by Liz Anne) field trip to a holiday concert. The field trip would have been the most time consuming module to plan, and we worked on another more applicable field trip for the spring semester. iii.

When we first received the starter project guidebook, we all read through it and looked for which module we wanted to implement first. At the suggestion of our coach, Beverly, we decided to first implement laughter yoga. We began by planning a two hour implementation complete with ice breakers, educational conversation, and the activity (laughter yoga). In addition, we also planned a debrief for when the activity was over. There was also a planned craft for the residents to enjoy if we had extra time. We decided to do a beach ball ice breaker.

We wrote questions down on a beach ball that would be tossed to each resident.

The resident would need to answer a question on the beach ball as a way of introducing themselves. We also planned to do an introduction about laughter yoga and how it can be helpful for stress reduction and flexibility. Finally, to engage the residents in a fun activity we planned a Halloween themed craft- we ended up painting and making wooden pumpkins. iv.

Our coach Liz Anne gave some good feedback to us during the teachback exercise. During this exercise we, as a team, became more aware of the individual

4

v.

II.

needs residents may have. We also came up with tactics to engage each resident on an individual level, and how to trouble shoot some of the problems we would possibly encounter.

As per our team agreements, we divided tasks for the implementation. We mostly relied on volunteers- if one member had a particular interest in leading a component we let them do it. In the end we all had tasks assigned for our specific strengths. We all decided to research laughter yoga techniques, yet we chose two people to lead the actual implementation. Another person created the ice breaker beach ball, and other people participated in leading the introduction session and the debrief time. This was all practiced during the teach back. We planned our implementation to be more casual than the starter project planned. Although we did want to have a discussion about the benefits of laughter yoga- we did not plan explicit bathroom breaks, nor did we go over when they were allowed to leave the room, etc.

Describe how your service team adapted your Starter Project. i.

We started with the laughter yoga implementation because of the advice of our coach Beverly. We thought this would be a fun way to introduce the residents to our learning community, while at the same time teaching them about stress reduction techniques and the importance of health and wellness. When we got to the site we found it was necessary to make some changes to the plan because there were very few residents present in the Community Room. Liz Anne suggested we begin right away with the activity so as to not lose interest with the residents. We ended up doing the beach ball ice breaker (it did not go over well) and then began right away with laughter yoga. We skipped the formal introduction to laughter yoga, but we did get to engage some of the residents in a discussion about how they felt once the activity was over. The yoga itself took about 25 minutes. Participation levels varied among the residents, but we were prepared after running through the teach back exercise. After the laughter yoga activity we engaged the residents in a holiday themed craft. They seemed to enjoy the craft more (painting pumpkins) and through that activity we got to know them more on a personal level. The craft was not part of the original starter project plan, but we decided to add it because we knew laughter yoga would not take the whole time and we wanted to hopefully also get to know the residents by talking to them one-on-one. The craft was a big hit, and it was a component we added to many of our implementations. ii.

For the chair aerobic module we made many modifications because we knew what worked during laughter yoga. We began right away with the aerobics (we also did not need to do an ice breaker) and a short word game. We also learned at this implementation that word searches were a community favorite! However, although they were popular among many of the people, it is important to remember their educational level when preparing activities. Word searches, if printed in large enough font, worked but any other puzzles might be difficult because reading levels varied widely among the residents.

5 iii.

iv.

I don’t think we realized until the second semester that the residents did not like to be “talked at”. For many of the starter projects we tried to engage the residents in a formal dialogue about health and wellness, and how the activity would improve their lives. After several conversations with a few key residents, and our coach Liz Anne and Angie, we decided to change this format going forward. For many of the subsequent implementations we would have casual conversations about health and wellness while engaging the residents in a fun activity or taste testing.

We did end up making handouts for each of the implementations we presented.

The laughter yoga pamphlet went over the basics of laughter yoga and how to incorporate it into everyday lives.

Participant Satisfaction for Starter Project v. What tools did you use to assess participant satisfaction?

After each implementation, we had a group meeting to discuss how it went, what worked, what didn’t work, etc. Often times our coaches (Liz Anne and Beverly) would be present at the group meetings and/or at the actual implementation so we would informally ask for their feedback as well and made changes accordingly in future implementations. There was no formal process of getting feedback from the actual residents besides just asking them at the time of the implementation how they felt and if they were enjoying themselves and learning something. vi.

Formal feedback: surveys, interviews, focus groups No form of formal feedback was used for participant satisfaction. vii.

How could you have more completely assessed participant satisfaction?

We could have developed a satisfaction survey at the end of each term or project to ask about the residents’ thoughts such as if they enjoyed the activities, would they want us to come back and do them again, what may they do differently, etc. This also could have been done in the form of a focus group if Liz Anne deemed it to be feasible. Doing this at the time of the Starter Project may have been beneficial for the spring semester activities. viii.

What tools did you use to assess your own and teammates’ satisfaction?

As stated above, after each implementation, we had a group meeting to discuss how it went, what worked, what didn’t work, etc. and as a group decided what we may have wanted to change for future implementations. We consistently had designated members in charge of keeping minutes, writing blogs, leading debrief sessions, etc. which was especially useful for people who weren’t always able to make it to the meetings. ix.

Formal feedback: surveys, interviews, focus groups, action learning, mid-year continuous quality improvement online exercise

At the end of the first semester, we had a midpoint online survey, which gave everyone the opportunity to express their feelings about how things have been going as a team. This was really helpful because important factors came up such as lack of communication and participation among the group. After discussing the survey as a team before beginning the spring activities, we were really able to iron out the kinks we experienced in miscommunication.

6

x.

How could you have more completely assessed service team satisfaction?

I think the decision to have weekly group meetings solved majority of the issues that came up throughout the semester. It gave everyone an opportunity to pitch in and share their opinions in a neutral setting. Perhaps encouraging group members to complete the online surveys sent out by the ISCOPES leaders could have been helpful since not everyone completed the survey.

Key Recommendations Our group was able to successfully work together as a team through our communication and weekly meetings. We would recommend future groups to set a regular meeting time and schedule weekly or biweekly meetings. This allowed team members to update each other on what they were working on and allowed everyone to stay on the same page. One group member was responsible for creating an agenda prior to each meeting and another member was responsible for taking notes during the meeting. This highlighted the main points and decisions made during the meeting and was very helpful for those that missed the meeting. We would recommend getting to know your team members and what ideas they can bring to the group. It is important to understand each individual’s strengths and weaknesses as you work with each other and develop as a team.

Our group would advise other groups to focus on communication when handling conflicts. If some people feel as though they are taking on a lot of responsibilities, they need to let other team members know. Likewise, it is important for group members to check in with each other on how things are going and ask each other if anyone needs help with anything. Delegating tasks at the beginning of the semester worked well for our group. Making a different group member head of each implementation allowed each person to take a leadership role. It also ensured that responsibility was shared more evenly throughout group members and everyone knew what was required of them ahead of time.

In regards to interacting with our site, we would recommend getting to know each resident and the overall needs of the population we are working with. The more you understand about the population you are serving, the more successful your implementations and overall goals will be.

It was not until we received an additional site that we truly understood the need to know more about the community. The types of implementations and activities we could do with each site differed greatly based on the population, their needs, interests, and abilities to do certain activities. We based our timings of activities based on when the residents had lunch. Lunch at Sibley Plaza is served at 12:30 on weekdays, food is not provided on the weekends. With that in mind, we held weekday implementations from 10:30am-12:00. Our weekend implementation took place from 11:00AM-1:00PM. Additionally, the community garden and common room are not open to residents on the weekends unless our group was there. Having implementations on the weekend allowed residents to access the community room and garden. Providing snacks on the weekends also increased turnout since food was not provided otherwise at the site. At St. Mary’s Court, weekends and Mondays were good times to hold implementations. We were able to go on Monday evenings at 8:00pm. Dinner is served at 4:30pm. St. Mary’s Court also does not provide food to residents on the weekends. We began our starter project with a single community (Sibley) and did not expand to St. Mary’s Court until March. We could have tried to incorporate the second site earlier in the semester because as we saw, they faced many of the

7 same health issues and were a good community partner. Other sites in the area that have similar age demographics may face the same health issues as our communities did.

One thing we wish we had been able to focus more on was providing residents with recommendations for free clinics and other helpful resources in the area. When checking blood pressures, our team members noticed many of them do not regularly see a primary care physician. The residents really looked forward to having their blood pressures checked regularly by us. We would recommend trying to look into getting an automatic blood pressure monitor for the site so that Liz Anne or the interns from the other group A Wider Circle can also help them check their blood pressures regularly.

Other recommendations from our group: DO: • Have name tags for yourselves the first week of implementations so the residents can learn your names.

• Consider education level of the residents. o Ex. When we took the resident’s blood pressures and gave them the readings, the numbers did not mean anything unless the residents knew what range was considered a low, normal, or high reading.

• Use Doodle for scheduling group meetings – It works well!

• Rank method of communication based on group member’s preference. (E-mail, phone, text, Facebook etc.)

• Have prizes for games. (Residents can get a bit competitive) • Use big font on flyers and handouts so it is easy to read.

• Hangman and Pictionary were popular games at both sites.

DO NOT: • Wait till the last minute to apply for grants. Plant to apply for grants EARLY - We know the first semester is the starter project and getting to know your community, but maybe have meetings at the end of the first semester so you can start the planning for grants over winter break or right at the beginning of the second semester.

• Put too much information on the flyers that are to be hung at the sites. We tried to put all the dates of our nutrition session and residents got confused or were not interested in reading the whole thing. Stick with the essentials and add pictures and color.

Guidebook Section 2: Focus of the Trip (Service Project Process Details) - Consider the following question: "With whom and on what of the following did your service focus?" Click on each cell and select from the drop-down menu provided. Please note: The first row serves as an example. You may have multiple rows per service event depending on the diversity of people who participated and topics addressed.

Our service The following project focused on topics… (You can increasing/ pick more than improving… one)

Knowledge/ Awareness about…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Knowledge/ Awareness about…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Exercise (what it Attitudes/ Beliefs/ is/consists of/how Perceptions/ to do it), Balanced Values about…

Diet (what it is/consists of)

Exercise (what it Attitudes/ Beliefs/ is/consists of/how Perceptions/ to do it), Balanced Values about…

Diet (what it is/consists of)

Behaviors/ Skills related to…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Among Which Ages?

Adults (66 – 75)

Adults (66 – 75)

Adults (66 – 75)

Adults (66 – 75)

Adults (66 – 75)

Among people who partially or fully identify as which races/ ethniticies?

Among people who identify with which immigration status?

Among people operating with what English proficiency?

Black or African American

People who read 3rd+ generation between a 5th and immigrants 8th grade reading level

Black or African American

People who read 3rd+ generation between a 5th and 8th grade reading immigrants level

Black or African American

People who read 3rd+ generation between a 5th and 8th grade reading immigrants level

Black or African American

People who read 3rd+ generation between a 5th and 8th grade reading immigrants level

Black or African American

People who read 3rd+ generation between a 5th and 8th grade reading immigrants level

Among people who identify with which gender(s)?

Among people who financially live…

Among people who fulfill the following family role…

Among youth in…

Among people living with

Among a community partner site's…

Among Other People not listed here (Optional Comments)

Female

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Mom

N/A

N/A

Consumers/ Clients/ Patients/ Residents

Sibley

Male

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

N/A

N/A

Consumers/ Clients/ Patients/ Residents

Dad

Sibley

Female

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Mom

N/A

N/A

Consumers/ Clients/ Patients/ Residents

Sibley

Male

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Dad

N/A

N/A

Consumers/ Clients/ Patients/ Residents

Sibley

Female

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

N/A

Consumers/ Clients/ Patients/ Residents

Sibley

Mom

N/A

Our service The following project focused on topics… (You can increasing/ pick more than improving… one)

Behaviors/ Skills related to…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Knowledge/ Awareness about…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Knowledge/ Awareness about…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Exercise (what it Attitudes/ Beliefs/ is/consists of/how Perceptions/ to do it), Balanced Values about…

Diet (what it is/consists of)

Exercise (what it Attitudes/ Beliefs/ is/consists of/how Perceptions/ to do it), Balanced Values about…

Diet (what it is/consists of)

Among Which Ages?

Adults (66 – 75)

Adults (56 – 65)

Adults (56 – 65)

Adults (56 – 65)

Adults (56 – 65)

Among people who partially or fully identify as which races/ ethniticies?

Among people who identify with which immigration status?

Among people operating with what English proficiency?

Black or African American

People who read 3rd+ generation between a 5th and 8th grade reading immigrants level

Black or African American

People who read 3rd+ generation between a 5th and 8th grade reading immigrants level

Black or African American

People who read 3rd+ generation between a 5th and 8th grade reading immigrants level

Black or African American

People who read 3rd+ generation between a 5th and 8th grade reading immigrants level

Black or African American

People who read 3rd+ generation between a 5th and 8th grade reading immigrants level

Among people who identify with which gender(s)?

Among people who financially live…

Among people who fulfill the following family role…

Among youth in…

Male

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Dad

Female

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Mom

Male

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Dad

Female

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Mom

Male

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Dad

Among people living with

Among a community partner site's…

Among Other People not listed here (Optional Comments)

N/A

N/A

Consumers/ Clients/ Patients/ Residents

Sibley

N/A

N/A

Consumers/ Clients/ Patients/ Residents

Sibley

N/A

N/A

Consumers/ Clients/ Patients/ Residents

Sibley

N/A

N/A

Consumers/ Clients/ Patients/ Residents

Sibley

N/A

Consumers/ Clients/ Patients/ Residents

Sibley

N/A

Our service The following project focused on topics… (You can increasing/ pick more than improving… one)

Behaviors/ Skills related to…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Behaviors/ Skills related to…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Knowledge/ Awareness about…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Knowledge/ Awareness about…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Exercise (what it Attitudes/ Beliefs/ is/consists of/how Perceptions/ to do it), Balanced Diet (what it Values about… is/consists of)

Among Which Ages?

Adults (56 – 65)

Adults (56 – 65)

Adults (66 – 75)

Adults (66 – 75)

Adults (66 – 75)

Among people who partially or fully identify as which races/ ethniticies?

Among people who identify with which immigration status?

Among people operating with what English proficiency?

Black or African American

People who read 3rd+ generation between a 5th and 8th grade reading immigrants level

Black or African American

People who read 3rd+ generation between a 5th and 8th grade reading immigrants level

White

White

White

2nd generation immigrants

2nd generation immigrants

2nd generation immigrants

People who read at a high school reading level or above

People who read at a high school reading level or above

People who read at a high school reading level or above

Among people who identify with which gender(s)?

Among people who financially live…

Among people who fulfill the following family role…

Among people living with

Among a community partner site's…

Among Other People not listed here (Optional Comments)

Among youth in…

Female

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Mom

N/A

N/A

Consumers/ Clients/ Patients/ Residents

Sibley

Male

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Dad

N/A

N/A

Consumers/ Clients/ Patients/ Residents

Sibley

Female

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Mom

N/A

N/A

Consumers/ Clients/ Patients/ Residents

St. Mary's Court

Male

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

N/A

N/A

Consumers/ Clients/ Patients/ Residents

Dad

St. Mary's Court

Female

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Mom

N/A

N/A

Consumers/ Clients/ Patients/ Residents

St. Mary's Court

Our service The following project focused on topics… (You can increasing/ pick more than improving… one)

Exercise (what it Attitudes/ Beliefs/ is/consists of/how Perceptions/ to do it), Balanced Values about…

Diet (what it is/consists of)

Behaviors/ Skills related to…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Behaviors/ Skills related to…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Knowledge/ Awareness about…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Knowledge/ Awareness about…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Among Which Ages?

Adults (66 – 75)

Adults (66 – 75)

Adults (66 – 75)

Adults (66 – 75)

Adults (66 – 75)

Among people who partially or fully identify as which races/ ethniticies?

White

White

White

Black or African American

Black or African American

Among people who identify with which immigration status?

Among people operating with what English proficiency?

2nd generation immigrants

People who read at a high school reading level or above

2nd generation immigrants

People who read at a high school reading level or above

2nd generation immigrants

People who read at a high school reading level or above

3rd+ generation immigrants

People who read at a high school reading level or above

3rd+ generation immigrants

People who read at a high school reading level or above

Among people who identify with which gender(s)?

Among people who financially live…

Among people who fulfill the following family role…

Among youth in…

Male

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Dad

Female

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Mom

Male

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Dad

Female

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Mom

Male

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Dad

Among people living with

Among a community partner site's…

Among Other People not listed here (Optional Comments)

N/A

N/A

Consumers/ Clients/ Patients/ Residents

St. Mary's Court

N/A

N/A

Consumers/ Clients/ Patients/ Residents

St. Mary's Court

N/A

N/A

Consumers/ Clients/ Patients/ Residents

St. Mary's Court

N/A

N/A

Consumers/ Clients/ Patients/ Residents

St. Mary's Court

N/A

Consumers/ Clients/ Patients/ Residents

St. Mary's Court

N/A

Our service The following project focused on topics… (You can increasing/ pick more than improving… one)

Exercise (what it Attitudes/ Beliefs/ is/consists of/how Perceptions/ to do it), Balanced Values about…

Diet (what it is/consists of)

Exercise (what it Attitudes/ Beliefs/ is/consists of/how Perceptions/ to do it), Balanced Values about…

Diet (what it is/consists of)

Behaviors/ Skills related to…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Behaviors/ Skills related to…

Exercise (what it is/consists of/how to do it), Balanced Diet (what it is/consists of)

Among Which Ages?

Adults (66 – 75)

Adults (66 – 75)

Adults (66 – 75)

Adults (66 – 75)

Among people who partially or fully identify as which races/ ethniticies?

Black or African American

Black or African American

Black or African American

Black or African American

Among people who identify with which immigration status?

Among people operating with what English proficiency?

3rd+ generation immigrants

People who read at a high school reading level or above

3rd+ generation immigrants

People who read at a high school reading level or above

3rd+ generation immigrants

3rd+ generation immigrants

People who read at a high school reading level or above

People who read at a high school reading level or above

Among people who identify with which gender(s)?

Among people who financially live…

Among people who fulfill the following family role…

Among people living with

Among a community partner site's…

Among Other People not listed here (Optional Comments)

Among youth in…

Female

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Mom

N/A

N/A

Consumers/ Clients/ Patients/ Residents

St. Mary's Court

Male

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Dad

N/A

N/A

Consumers/ Clients/ Patients/ Residents

St. Mary's Court

Female

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

N/A

N/A

Consumers/ Clients/ Patients/ Residents

Mom

St. Mary's Court

Male

People living between 0% 200% above the poverty line ($23,051 - $46,100 for a family of 4)

Dad

N/A

N/A

Consumers/ Clients/ Patients/ Residents

St. Mary's Court