Our Children’s residence is inspired by our 30 year history of providing family-based care. Although our staff no longer live in the residence on a continual basis, they continue to invest deeply in the lives of each and every child. Their understanding of trauma-informed care directs their interventions and approach, in order to create an environment that supports good outcomes. The children in our program have often moved through the foster care system or adoption services because of their unique needs. Our home can be a long term option, providing many of the desired qualities of a family home, or they can be ‘home for now’. Our residence is co-ed, for children from 6-12.
As children begin the process of transitioning to other programs or homes, we work with the children and their home agency to ensure that each child’s unique needs are being met, so that a viable and sustainable program that best meets their needs can be created and delivered in a timely manner.
Our trauma-informed policies, practices, and programs are designed to improve the lived experience of children, through a greater understanding of the effects of chronic, adverse childhood experiences, by creating and supporting positive residential environments that promote caregiver-child attachment, decreases any reliance on physical interventions to manage dysregulated children, and develops the child’s capacity to regulate their own emotions and experience resilience. We fully recognize that there are many reasons why a child will enter a residential care program. While a specific trauma or protection focus may not be a child’s identified reason for entering one our programs, we believe that the knowledge, skills, abilities, and resources required to deliver a trauma-informed program are transferable to all forms of residential care. Our behavioural intervention model is based on currently accepted practices in the field. Therapeutic Crisis Intervention (The Residential Child Care project, Family Life Development Centre, College of Human Ecology Cornell University) forms the basis of all staff interventions with residents. In-service training is provided on a monthly basis to all staff.
In partnership with the District School Board of Niagara, Mutual Support operates our STEPS program at a local DSBN school. Available to every resident of Mutual Support that requires a high level of support, each student has an Individual Education Plan (IEP) developed by the classroom teacher, and a behavioural support plan created jointly by the DSBN teachers and Mutual Support educational child care staff. Partial integration into public school programs can be facilitated while participating in the STEPS Program.
Our small network of community-based specialized foster care providers are an integral part of our continuum of care. These dedicated and caring families are an ideal option for the children that require a less intensive setting than our children’s residence.
A turn-key, fee for service solution for children’s aid societies and other placing agencies, designed for youth that were formerly in a Mutual Support program, the goal of this program is to provide community-based support and advocacy on an agency’s behalf to adult clients. Building on the longstanding relationship already in place, Mutual Support can provide rapid deployment of regionally-based, professional, skilled workers to provide after-care to former residents of Mutual Support.
Mutual Support is supported by many stakeholder agencies, including the many CAS agencies throughout southern Ontario that place children within our programs. We appreciate the support of the many local agencies that assist us in improving the lived experience of our children, including:
Mutual Support welcomes contact from any agencies, businesses, or individuals that are interested in making contributions that benefit our residents.