STRENGTH-BASED TEAMING:Achieving Safety, Permanency & Well Being

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Our Topics OverviewHow you and teaming fit for better DCFS

outcomesTeaming and its benefits Healthy, successful teams Facilitation steps/skills in the planning

process Strategies for successful teaming Conflict management – skills & strategies

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Activity

BREAKING THE ICE

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REFRESHERSSTRENGTH-BASED PRACTICES &

ENGAGEMENT

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Core Practice ModelSocial Work strategies required to identify unmet needs:

Basic knowledge, foundation of CPS, legal mandates

Teaming

Planning & Intervention

Tracking &Adapting

Engaging Strength/Needs

Practice&

Child Safety

Enhances our case management/social work skills

Helping families engage to motivate change Supports lasting change for families Moves us from:

Deficits Strengths

Problem Focused

Solution Focused

Why:Enhanced Strengths Based Practice

Strengths/Needs Matrix

Behaviors & Concerns Client Hunches CSW Hunches Needs Statement Desired Outcome Functional Strengths Services/Strategies

Needs and Need Statements Common Needs

Shelter & Food (Safety)Affiliation (Permanence)Nurturance (Well Being)

A need is often the source of symptom or behavioral expression

Tip: Positively reframing a problem helps one get at the need.

(Vincent, 2008)8

IntroductionChildren entering the child welfare or

foster care system:

Likely to have elevated levels of stress; related to level and frequency of maltreatment or the child welfare investigation or potential placement outside the home.

Colleen Friend, PhD, LCSWDirector, CSULA Child Abuse & Family Violence Institute 9

Short Term Impact of Trauma May Include

Depression & anxiety (displayed as aggressive behavior and irritable mood)

Disassociation and hyper arousal that may interfere with schoolwork

Attention & memory issues Affect regulation issues Emotional difficulties, relational difficulties & risk-

taking

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Long Term Impact May Include:

Persistence of above short term difficulties

High risk for substance abuse

Cognitive issues due to biological development

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Recap What We Know from the ACE Study:

There is a relationship between childhood traumas and health/social problems in later life

Self Sufficiency is more challenging (Social & Emotional Well-being for Youth)

Challenges in school, fears of leaving the system, fear of leaving placements

Achieving permanency as they exit our system

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Are They Engaged?FROM ENGAGEMENT CLASS-Open-ended questions -“When” rather than “if” questions -Questions that begin with “how” -Strengths Chat -Miracle Questions -Ethnographic Interviewing -Recognizing Strengths -Past Success Questions -Scaling Questions -Exception-finding questions -Coping Questions -Reframing -Empathy -Partializing

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WHY TEAMING?Benefits for You and Families

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BENEFITS for FAMILIES

FAMILIES BENEFIT FROM ADDITIONAL SUPPORTS AND MORE COMPREHENSIVE APPROACHES

FAMILIES LEARN TO COORDINATE THEIR OWN TEAMS

FAMILIES HAVE MORE RESOURCES

FAMILIES EXPERIENCE GREATER SUCCESS AND LESS DEPENDENCE ON THE SYSTEM = Better Outcomes

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BENEFITS for SOCIAL WORKERS CSWs GAIN MORE RESOURCES AND SUPPORTS

(MORE COMPREHENSIVE APPROACHES ARE MORE LIKELY TO MEET FAMILY NEEDS - TRAUMA INFORMED SERVICES)

CSWs HELP FAMILIES EXPERIENCE MORE SUCCESS

CSWs ADD TO THEIR CURRENT “BAG OF TOOLS”

STRATEGY TO HELP PEOPLE GET “UNSTUCK” CSWs GAIN JOB SKILLS FOR THE FUTURE

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WHAT IS TEAMING?DCFS TEAMING EFFORTS

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TEAMING DEFINITION

“TEAMS GATHER IMPORTANT INFORMATION ABOUT STRENGTHS AND NEEDS THAT CONTRIBUTE TO THE OVERALL ASSESSMENT OF A FAMILY’S SITUATION. NETWORK MEMBERS CAN IDENTIFY THE RISK OF MALTREATMENT BEFORE IT OCCURS, RESPOND TO NEEDS OF SAFETY PROMPTLY, AND PROVIDE A RANGE OF SERVICES AND SUPPORTS FOR THE FAMILY.”

DCFS CORE PRACTICE MODEL

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TEAMING DEFINITION - FOUNDATION

A GROUP OF PEOPLE, EACH WITH “EQUAL” VOICE, COMING TOGETHER TO WORK TOWARD A COMMON PURPOSE

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TEAMING - WHAT IT ISN’T

TEAM = MAKING A PHONE CALLTEAM = SITTING AT A TABLE WITH

OTHER PEOPLE JUST “WATCHING”TEAM = TELLING PEOPLE WHAT TO DO

IN GROUPTEAM = WALKING INTO A ROOM WITH

THE DECISION ALREADY MADE

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CURRENT FORMAL TEAMING EFFORTS

TDM/RMPWRAPAROUNDMCPCMATPPCT CONFERENCE

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OUR EXPANDING TEAMING EFFORTSINFORMAL MEETINGSAS NEEDED (SHOULD HAPPEN

REGULARLY AND AS NEEDED)BUILT UPON OTHER AND/OR

ENHANCED BY OTHER TEAMSFAMILIES LEARN HOW TO

FACILITATE THEIR OWN TEAMS

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TEAMING AT ITS BEST

OPTIMAL TEAM = All the “right people” are meeting, talking, planning together. Team members collectively function as a unified and consistent team planning services – addressing needs – and evaluating results. The family is fully involved. There is collaborative problem solving that optimally benefits the child and family.

23Adapted from QSR: Teamwork

MINIMALLY ADEQUATE TEAMING

MINIMALLY ADEQUATE - POOR = The “right people” are not there or not participating. Important information about the family is missing. The group does not function in a consistent, collaborative manner. Decisions are really made by particular individuals and may not be appropriate to family-centered practice.

24Adapted from QSR: Teamwork

TEAMING AT ITS BEST

RIGHT PEOPLE WORKING CONSISTENTLY,

COLLECTIVELY AND COLLABORATIVELY PLANNING/EVALUATING THE

APPROPRIATE SERVICES FOR THE CHILD & FAMILY

FAMILY IS FULLY INVOLVED AND BENEFITING

25Adapted from QSR: Teamwork

Present Casework Cycle & Responsibilities

Interaction with a family from Hotline to:› Emergency Response› Dependency Investigation › Intensive Services› Family Maintenance› Family Reunification› Adoption› Legal Guardianship

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TEAMING AT EACH “LEVEL”

ER, DI, ISWContinuing

Services: FM/R, PPChoose a level.

What might a team look like at that level? (Who might be there?)

How might the team get pulled together?

Note on flip charts to report out when finished.

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HEALTHY, SUCCESSFUL TEAMS

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RESULTS

ACCOUNTABILITY

COMMITMENT

HEALTHY CONFLICT

TRUST Invulnerability

Artificial Harmony

Ambiguity

Low Standards

Status & Ego

Adapted from Lencioni, 2002

Healthy Team Functions

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Team adheres to practice model (structures, techniques,

procedures)

Team considers multiple alternatives before making decisions

Team helps all members feel their input is valued

TEAM CONDITIONS ASSOCIATED WITHSUCCESSFUL OUTCOMES – REMINDERS

Walker, et.al., 2003

Team builds agreement despite differing views

Team builds appreciation of strengths

Team planning reflects cultural competence

TEAM CONDITIONS ASSOCIATED WITHSUCCESSFUL OUTCOMES

Walker, et.al., 2003

Activity

APPRECIATIVE INQUIRY

1. Your Most Successful Team Moments: what was happening?

2. Think about – as a team member, what did you contribute to that team?

3. In hindsight, is there something you wish you would have done differently as a team member?

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Y O U AS A TEAM MEMBER

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Activity

“SHOUT OUT”

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YOUR ROLEA DEVELOPMENTAL APPROACHNAVIGATING CPS EXPERT

(ACCOUNTABLE ALLY) & “NEUTRAL”TDM DISTINGUISHED FROM GENERAL

“FACILITATING”WRAPAROUND FACILITATOR

DISTINGUISHED FROM YOUR TEAM GUIDANCE AND COORDINATION

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YOUR FACILITATION RESPONSIBILITIES

BUILDING THE TEAMGUIDING THE TEAM PROCESSHONORING THE FAMILY VOICEENSURING THAT STRENGTHS AND

NEEDS ARE ADDRESSEDREACHING CONSENSUS RESOLVING DIFFERENCES

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Vincent, Paul – Child Welfare Policy & Practice Group

TEAMING SKILL SETSSKILLS FOR EFFECTIVE TEAMING

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STEPS IN THE PLANNING PROCESS

Preparing

Forming/Engaging - Team

Facilitating

Plan Development

Tracking Progress

Sustaining Change

(Walker, 2004; The Child Welfare Policy and Practice Group, 2001)

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SKILLS THROUGH EACH PHASE

oEstablishing trusting, helping relationshipoDemonstrate genuine interestoAcknowledge strengths & cultureoProvide overview of teamingoGain informationoDecide contact information & processoRight people at the table?

PREPARING

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SKILLS THROUGH EACH PHASE

oAssemble groupoEngage teamoEstablish agenda and common purposeoDefine team guidelinesoDiscuss (gather) strengthsoGather input from all perspectives

FORMING/ENGAGING

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SKILLS THROUGH EACH PHASE

oKeep team engagedoRole watchoGather input from all perspectivesoDefine team guidelinesoExplore hunches (no “assumptions”)oBrainstormoOrganize & synthesize perspectivesoDocument ideas and tasksoTrack follow through (QSR)

FACILITATING

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SKILLS THROUGH EACH PHASE

oReview overall purposeoIdentify and address needsoPrioritizeoElicit and use strengthsoEstablish goals and strategiesoOrganize family-centered planoDocumentoReview for acknowledgment of family

culture, strengths - individualizedoUnderstand resourcesoCheck access to interventions

PLAN DEVELOPMENT

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SKILLS THROUGH EACH PHASE

oShow families how to plan for themselves (ongoing from step one)

oAssist with follow throughoRevise plan as necessaryoDiscuss satisfaction w/relationships

with providersoOngoing assessmentoAlways check in with family about how

the plan is working

TRACKING PROGRESS

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SKILLS THROUGH EACH PHASE

oIdentify steps that increase family engagement over time (ongoing)

oBuild on small stepsoCelebrate successoHelp reinforce family planning for

themselvesoView challenges as opportunities to

grow (SNP)

SUSTAINING CHANGE

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Activity

SKILL CHECKLIST

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A JOURNEY THROUGH EACH PHASE

PREPARING

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Activity

VIDEO - USE SKILL CHECKLIST

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TEAM IS MORE THAN “FAMILY” Potential Team Participants

Child or Youth Out-of-Home Caregiver TutorMother Social Worker P-3Father Guardian ad litem Permanency SpecialistSiblings School staff 7Support Staff (TAs)Extended Family Therapist CSAT MembersFriends Mentor ProvidersCBOs FBOs SA CounselorsWrap Links Family Preservation AttorneyProbation Neighbors Shared Interest People

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A JOURNEY THROUGH EACH PHASE

FORMING/ENGAGING

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A WORD ABOUT FORMING/ENGAGING TEAM

Keys to Team Engagement:

2. WIIFM

3. Emphasis on Expertise/ Contribution

1. Who does family need to help?

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A WORD ABOUT FORMING/ENGAGING TEAM

Keys to Team Engagement:

5. Celebrate Successes

6. Value Perspective & Contribution

4. Small Steps – See Progress

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A JOURNEY THROUGH EACH PHASE

& BEGINNING“FACILITATION”

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Activity

SKILLSALREADY

DEVELOPED

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Activity

TEAM ANALYSIS1. Familiarize yourself with Natalie

2. Use Worksheet to discuss: What would you do first?

How would you do it? What skills would you be using?

What might your next steps be?

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Activity ROLE PLAY- Part One

1. Choose roles – Facilitator, Recorder, Mom, Natalie.

2. Role play preparing Mom for the next team meeting.

Why a meeting might be a good idea? What might happen? Who she may want to invite?

Use skill list, focusing on bullets “provide detailed overview of teaming process-purpose. What can be expected? Next steps? Gain information re: possible team members.

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Activity

ROLE PLAY – Part Two1. Choose additional roles for team members

2. Have another facilitator take a turn as appropriate

3. You now have an entire team

Engage and orient your team; use “Forming/Engaging” steps from your skill checklist

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A JOURNEY THROUGH EACH PHASE

PLANDEVELOPMENT

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INDIVIDUALIZED PLANNING STRATEGIES

BEGIN WITH FAMILY OBJECTIVE

IDENTIFY MOBILIZED STRENGTHS

EXPLORE “HUNCHES,” CLARIFY UNDERSTANDING WITH FAMILY

IDENTIFY AND ADDRESS NEEDS

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INDIVIDUALIZED PLANNING STRATEGIES

PRIORITIZE

USING STRENGTHS IN ESTABLISHING GOALS AND STRATEGIES

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INDIVIDUALIZED PLANNING - Strategies

THOSE ALL-IMPORTANT QUESTIONS

SOLUTION FOCUSED INTERVIEWING MOTIVATIONAL INTERVIEWING

TECHNIQUES COACHING TECHNIQUES

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If you do not know how to ask the right question, you discover nothing.

W. Edward Demming

PROBLEM SOLVING & TIME MANAGEMENT

REMAIN SOLUTION – FOCUSEDBUILD TIME MANAGEMENT INTO

GUIDELINES/GROUND RULESADJUST FOR CULTURE (TIME/PLAN

FOCUS)

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ASSISTING FAMILIES IN THEIR OWN PLANNING

MODELINGMENTORING/COACHING

THROUGHOUTADJUSTING FOR CULTURE

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STRENGTH-BASED TEAMINGEND – DAY ONE

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STRENGTH-BASED TEAMING:Achieving Safety, Permanency & Well Being

THANK YOU!

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