Government of New Brunswick

The Vision

The vision of ISD is to ensure the positive growth and development of children and youth with multiple needs, through the collective impact of its partners working together in an integrated manner and with a child or youth-centered approach to develop and implement appropriate interventions based on the strengths, needs and risks of identified children and youth.

The Mission

The ISD framework is a commitment to:

  • Address service delivery gaps in the provision of assessment and intervention services for children and youth with emotional and behavioural disorders  through a collaborative team-based approach, and youth, family and community involvement
  • Enhance system service delivery capacity to respond in a timely, effective and integrated manner to the strengths, risks and needs profiles of children, youth and their families
  • Promote universal collaborative approaches that foster positive mental health perspectives and practices in the school and community contexts  

Child, Youth-focused and Family Centered Services

  • The ISD service philosophy and its application reinforces a commitment to positive child and youth development by strengthening universal and comprehensive positive mental health practices and providing responsive, integrative assessment and intervention services for children and youth with emotional and behavioural concerns, and their families.
  •  The appropriate service delivery intensity level must be matched to the level of child and family needs at all system levels. Emphasis is placed on structuring and managing inter-departmental resources in a manner that allows for flexible and timely intervention responses.
  • Targeted risk/need approaches must be complemented and balanced by assessment, intervention, and case management practices that draw on the strengths and capacities of children, youth, their families and the wider community.
  • Child and youth centered approaches are committed to engagement and empowerment of children, youth and their families. In some instances, outreach and advocacy are required to ensure their full participation and collaboration in service provision and case planning activities.

Inter-Professional Team Approaches

  • Collaborative inter-professional interventions have a positive effect on service delivery processes and child and youth outcomes.
  • Increasing collaboration among professions is intended to reduce duplication of effort, make more effective use of limited resources and more effectively meet the complex needs of children and youth. 
  • Benefits of inter-professional approaches also include:
    - Higher levels of professional satisfaction and personal confidence
    - Increased mutual knowledge and understanding of the roles of other professions
    - Improved intra- and inter- professional communication with the development of common concepts, values, perspectives, and language
  • Evidence-informed practices and concepts from Assertive Community Treatment (ACT), Intensive Case Management (ICM) and Flexible Assertive Community Treatment (FACT) frameworks shall be used to guide and structure inter-professional case management practices for the Child and Youth Teams.



Strength-Based Methods

  • The ISD framework places emphasis on elaboration of strength-based counselling or service modalities which underscore the importance of using the child or youths’ capacities, interests and preferences to realize and sustain positive changes.
  • Strength-based methods affirm that children and youth and their respective contexts have a range of unique internal and external resources that should be used as part of the case planning process.
  • Recognized therapeutic applications that support strength-based frameworks include solution-focused therapy, narrative therapy, self-determination theory, positive psychology methods, positive youth development approaches and comprehensive school health models.
  • The ISD framework also recognizes that a range of risk factors may be associated with the emergence of oppositional and conduct problems in children and adolescents and that protective factors, which reflect areas of internal or external strength or resources for youth and their families, may serve to decrease or mitigate the presence of specific risk factors.
  • Strength-based approaches are characterized by counsellor-child/youth interactions that are respectful and that validate the child or youths’ efforts to confront or deal with struggles and adversity.
  • A strengths-based focus allows service providers to assist children, youth and their families and community members in collaboratively building individualized case plans that draw upon internal and external resources and capacity. Within such plans, risk-need factors are targeted and opportunities for children and youth to identify and apply strengths in the context of their relationships, home environment, school or community are created.
  • The emphasis of the ISD strength-based case management approach shall be based on:
    - A focus on child or youth and family strengths rather than pathology alone
    - Viewing communities as partners and as sources of hope and capacity
    - Basing interventions on child or youth self-determination
    - Framing the case manager-child/youth relationship as primary and essential
    - Using outreach as the preferred mode of intervention
    - Believing that people can learn, grow and change
    - Including strength-based and trauma-informed assessment components
  • The strength-based approaches of the ISD framework seeks to create opportunities that enable parents and caregivers to take an active part in the life of their child wherever appropriate and to view them as partners in the decision-making processes.

Strength-based approaches emphasize setting clear behavioural expectations, teaching skills and reinforcing pro-social behaviours, avoiding punitive methods to correct behaviours and using restorative methods to strengthen positive peer and adult attachments in the home, school and community settings.

Service Intensity

  •  The ISD framework has the capacity to adjust the level of service intensity and resources offered to effectively match the needs of children and youth in order to support and sustain adaptive functioning in the home, school and community contexts. This includes having the capacity and flexibility to increase service contacts with children and youth and to access additional supports when the child or youth’s needs warrant more intensive intervention responses.
  • Service delivery approaches should foster child and youth self-determination and seek to decrease the level of service intensity in the lives of children, youth and their families at the earliest possible time appropriate to assessed needs.
  • Appropriate consent and information sharing policies and protocols are to be established between the C&Y teams and the partner departments, when required to facilitate collaborative management and for determining service intensity strategies and corresponding intervention supports. These policies and protocols will be based on most current information sharing legislation.