CHILD AND FAMILY DISASTER RESEARCH TRAINING AND EDUCATION
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Transcript of CHILD AND FAMILY DISASTER RESEARCH TRAINING AND EDUCATION
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CHILD AND FAMILYDISASTER RESEARCH
TRAINING AND EDUCATION
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Federal Sponsors
NIMH National Institute of Mental Health
NINRNational Institute of Nursing Research
SAMHSA Substance Abuse and Mental Health Services Administration
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Principal Investigators
Betty Pfefferbaum, MD, JD University of Oklahoma Health Sciences Center
Alan M. Steinberg, PhD University of California, Los Angeles
Robert S. Pynoos, MD, MPHUniversity of California, Los Angeles
John Fairbank, PhDDuke University
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Team Building
DRT National Faculty: Harold Ledford,PhD
Adopted/adapted/modified by
Randal Beaton, PhD, EMT
University of Washington
Schools of Nursing and Public Health and Community Medicine
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Pacific Northwest Local Multidisciplinary Research Team
School of Nursing
School of Public Health and Community
Medicine
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Public Health Practice
Alaska State Dept. of Health & Social Services
State of Oregon Public Health Division
WA State Department of
Health
Region X US Public Health Service
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Pacific NW Members and Affiliations
Alaska State Department of Health and Social Services• Rick Calcote —Disaster Plan and Response Coordinator• Dr. Robert Hammaker, Supervisor
State of Oregon Public Health Division• Catherine Southern- Public Health Educator—Preparedness
Public Health Seattle-King Country- Onora Lien- contact • Michelle McDaniel, Disaster Mental Health Planner• Lenore Rubin, Child Psychologist• Susan Barkan, Epidemiologist• Karen Snyder, Epi Planning and Evaluation
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Pacific Northwest LMRT Members (cont)
American Red Cross—Seattle-Skagit Chapter• Tisha Taylor, Clinical PsychologistUniversity of Washington- Randy Beaton—lead• Janine Jones- Asst. Professor, College of Education• Suzette Bramwell- graduate student, School of
NursingWashington State Department of Health-• Margaret Hansen- Preparedness sectionWashington State Department of Social and Health
Services• Karie Castleberry
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Pacific Northwest LMRT Members (cont)
Maternal and Child Health Program- UW Department of Health Services—
• Colleen Huebner, Assoc. Professor, DirectorHarborview Center for Sexual Assault and Traumatic
Stress• Lucy Berliner, DirectorRegional X US Public Health Service—• Patrick O’Carroll, Regional Health Administrator*Northwest Portland Area Indian Health Board• Erin Moran, Training and Outreach Coordinator*• Ticey Casey, Program coordinator
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Learning ObjectivesAfter participating in the Team Building training, participants will be able to:
• Identify benefits of team building
• Understand the value and drawbacks of working as a team
• Understand the vital role that teams play in building networks and/or communities to accomplish tasks that have broad based support
• Develop capacity to conduct post-disaster research
• Develop skills for effective team building
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Disaster Research Training Mission
Enhance the nation’s capacity for conducting
rapid post-event disaster mental health studies
for children and families
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Overarching DRT Goals
• Form a Local Multidisciplinary Research Team
• Generate understanding of child and family focused research activities needed in the aftermath of a disastrous event
• Facilitate discussion of research project implementation among experts and administrators from various disciplines and agencies
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What is a team?
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Teams and Team Work
• Give examples of some teams you work with &/or lead currently (or in the past).
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Teams and Team Work
• Give one or two examples of teams working well together– when everything clicked
• What made these teams so effective?
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Teams and Team Work
• Give an example of when team work was ineffective in accomplishing some goal.
• Why?
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What is the single most important characteristic of effective teams?
a) Problem solving capabilities
b) Member relations
c) Communication
d) Egalitarian mode
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What are inherent strengths of teams and teamwork?
• Can draw upon team member strengths, expertise and resources
• Member strengths may complement those of other team members
• Diverse teams bring diverse perspectives to the table
• Teams have strength in numbers– when one or members are fatigued another team member can carry the torch
• Others?
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What are some drawbacks to teams?
• Group think– team norms may narrow focus and result in uncritical analysis of options
• Team and team members may punish, shun or exclude outliers
• Team members need to relinquish some latitude and control over outcome and process
• Others?
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Team Member Development
• Most people are not born with skills that affect team functioning – they are learned over time; learning teams skills require: – Understanding component behaviors– Perception of the value of the skills – Practice– Feedback – Encouragement through success – More practice
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Supportive to Achieve ResultsGoal of a Mission in Mind
Open to IdeasProcesses to Get Ideas Solved
Committed to a GoalContributes to Others
Seeks SuccessRecognize and Respect Differences in Others
Listen and Share InformationSolves Conflict
Contributes to Ideas and SolutionsCommits and Participate Fully
Stays in Touch With Team Members
WIN-WIN SITUATION
Characteristics (Building blocks) of Effective
Team Members
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How Team Members Communicate
OUR WAY
NOWAY
YOUR WAY
MY WAY
I’M OKYOU’RE OK
I’M NOT OKYOU’RE NOT OK
YOU’RE OKI’M NOT
I’M OKYOU’RE
NOT
WINWIN
LOSELOSE
YOU WINI LOSE
I WINYOU LOSE
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• What is the purpose of a team?
• Who does what? Roles-
• How do we work together?
• What happens when the “going gets tough”?
• How do we know when the task is complete?
Team Development Questions
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Team Development
• Team cohesiveness and effectiveness take time to develop - The Railroad Model - provides a schematic view of teams and their development over time
After Tuckman, 1965
Developmental Sequence in Small Groups, Psych.
Bulletin, 63, 384-399
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How Teams Develop and Grow
BELIEF
COMMITMENT
TRUST
OPEN
CLOSED
SOCIAL-process
PRODUCT-task
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Railroad Model
• The Railroad Model is applicable to all teams
• All participants enter the potential team experience as separate entities with closed minds and behavior
• Effective teams proceed up the Railroad, maintaining a balance between the Product and Process “rails” as progress toward the goal is accomplished
• The Product/Task side of the Railroad includes concrete accomplishments
• The Process/Social side of the Railroad addresses the dynamics that were operating as the Product/Task was developed and implemented
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Four Stages of Team Progression
1. FORM
• During the first stage of team development, individuals are just coming together as members of a team or team; little work is accomplished. This is a period is characterized by:– Behavior/dependence testing on formal or informal leadership– Limited participation– Anxiety– Fear– Complaints about organizational structure
Tuckman, 1965
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Team Progression
2. STORM
• Team members may become insistent upon expressing individuality and resist team formation; not much work is accomplished. This stage is characterized by:– Competition– Disunity– concern over excessive work– establishment of unattainable goals– establishment of a hierarchy (pecking order)
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Team Progression
3. NORM
• Members accept the team and the team norms; a moderate amount of work is accomplished. Characteristics of this stage include:
– Attempts to achieve harmony– High level of confiding in team members– A sense of cohesiveness
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4. PERFORM
• The team has established its interpersonal norms and becomes an entity capable of solving problems and making decisions; a great deal of work is accomplished
Team Progression
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• An effective team does not just happen. Time and effort goes into the development and functioning of effective teams.
• Real teamwork in the communities is more than just a philosophy of cooperation. It is the result of careful planning and orchestration, and requires the commitment of all involved
• The principles of teamwork which encourage initiative, cooperation, communication, and coordination are being applied in many areas.
After Johnson & Johnson (2002) Joining Together: Group Theory and Skills (8th edition)
Effective Teams
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Effective Teams
• Interaction of two or more individuals who:– Perceive themselves as belonging to the team– Are interdependent – an event which affects
one, affects all– Pursue common goals– Are motivated to be part of the team– Participate with each other under a system of
rules and norms– Influence each other
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• Effective teams have three core activities:– Accomplishment of goals– Internal maintenance– Develop and change to improve effectiveness
Effective Teams
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• Team goals are mutually developed and clearly understood by entire membership
• Members are committed to achieving the goals• “Two-Way” team member communication • Openly expressed ideas and feelings• All members are involved in participation and
leadership • Resources of members are used to the fullest
Dimensions of Effective Teams
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Dimensions of Effective Teams
• Individual situations determine the decision-making procedures
• Team discussions are encouraged and consensus is sought on major issues
• Power is shared by all members and is based on expertise, information, and ability
• Power is not based on an automatic relegation to a member because of a traditional position of authority
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• Conflicts, ideas and opinions are encouraged• Minority opinions are accepted and used• Conflicts are negotiated and resolved in a
manner that is satisfying to all members• Cohesion of members is based on acceptance
and trust
Dimensions of Effective Teams
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• Improves outcome of a task
• Maintains consistent communication
• Solves conflict
• Reduces error
• Builds strong relationships
• Promotes responsibility
• Facilitates accomplishment of a task
Results of Effective Team Work
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Decision-Making Process in Teams
• Decision making ranges from a totally autocratic process to agreements from each individual members
• Variables which might affect the decision-making process include:– Time available– Importance of the decision– Follow-up which may be a result of the decision– Degree of commitment to the decision needed from the
team
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Decision-Making
• Decision By Authority – Efficient when time is a crucial factor– Often not effective for lack of upfront team involvement
• Decision By Expert– Expert will know more about the problem– Deciding which individual is the expert is often difficult– Team members may have experience and knowledge
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• Decision By Minority – Two or more members who make up less than
50% of the team– Often used in forming committees to make a
decision for the entire team – Problems may arise when their decision is final– Often, the majority of team is uncommitted
Decision-Making
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• Decision By Majority Vote – Commonly used – Efficient – Decisions require difficult commitment of all members– Voting results in team division of winners causes and
losers
Decision-Making
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• Decision By Consensus – Most effective method– Requires the most time. – Everyone agrees with the decision – Requires each member to present and discuss opinions– Requires careful listening and effective communication– Produces innovative and high quality decisions
Decision-Making
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:
• Guidelines for achieving consensus include: – Listen to and carefully consider reactions and
differences of opinions– Avoid arguing blindly to support your position.– Avoid changing your mind merely to avoid conflict.– Consider alternatives which are acceptable to all
members– Encourage participation of each member
Decision by Consensus
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Setting Team Goals
• Team goals – Combination of team members individual goals– Goal structures can be cooperative – Promotes high interaction among members– Competition fosters low team interaction– Individual goals promote little or no team interaction
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• Variables of effective goals– The extent to which goals are specific
– Operationally defined– Countable– Observable
– The extent to which team members see the goals as– Meaningful – Attainable
– Availability of necessary resources need for goal accomplishment
Effective Goals
Joining Together: Johnson & Johnson,2002
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Conflicts Within Teams
• Conflict– Will always occur – Arise from varying opinions and feelings– Seldom avoided– Absence indicates apathy/noninvolvement-
AKA “dead group”
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• Conflict– Value if managed constructively– Promotes awareness of problems– Encourages change– Increases motivation
• Conflict Resolution– Reduces underlying tension – Promotes team unity
Conflicts Within Teams
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Have you learned lessons only of those Who admired you,
Were tender with you, andStood aside for you?
Have you not learned great lessons from those Who braced themselves against you, and
Disputed the passage with you?
Walt Whitman, 1860