Mentor Training Update 1 April 2014 Guardian Ad Litem Program “I am for the child”

Mentor TrainingUpdate

1April 2014

Guardian Ad Litem Program

“I am fo

r the child

”

Mentor Role Overview

By expediting the recruiting, training, and certification process for new volunteers

By promoting new volunteer confidence and skills in the performance of their child advocacy work

By improving statewide and local program performance and volunteer retention

By enhancing the overall volunteer ‘s “experience and bond” with the program.

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The goal of the Guardian Ad Litem Mentor Program is to provide peer support to new volunteers…

The Modular Concept

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Entry Level Training will consist of three separate modules

ClassroomTraining(12 hours)

Fieldwork(10 hours)

Independent

Studies(8 hours)

The Modular Concept

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Fieldwork(10 hours)

Independent

Studies(8 hours)

The Modular Concept

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Fieldwork(10 hours)

Independent

Studies(8 hours)

Independent Studies(Phase 1)The New Volunteer

The packet will also include a welcome letter and a set of instructions (Form 1A) to access their (IS) online training.

Upon successful completion of the new candidate's interview process they will be assigned a Coordinator (CAC) and Mentor.

The New Candidate will then be given a packet containing instructions and advised to start their Independent Studies (IS) immediately.

The packet will include information as to where the New Candidate might obtain fingerprinting for their level 2 screening, as well as the location and dates of their (Phase 2) “Classroom Training”.

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FORM 1A

PHASE 1

INDEPENDENT STUDIES (IS) TRAINING

INSTRUCTIONS ON HOWTO ACCESS AND NAVIGATE

(Part of the handout given to new Candidates)

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Online Links & Readings

FORM 1A(IS Training Topics)

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Important Technical Tips

FORM 1A(Continued)

Independent Studies Phase 1

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The mentor should contact the new volunteer by phone or email as soon as the mentor receives their new mentee’s contact information.

The mentor will make sure their mentee has received their packet and web links.

The mentor will monitor and assess their mentee’s progress as they complete their online and reading assignments.

At the conclusion of their Independent Studies (IE) the mentor will, review and quiz their mentee using (FORM 1C). I in handout

The mentor will complete and forward (FORM 1B).

Mentor’s

Role

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Fill out Check list and forward the CAC

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A New Candidate can request a waverfor all or part of the “Independent Study” phase of their training. This can be done by filing (FORM 1D) which is located in the new candidate's packet and providing the appropriate documentation to the Circuit Director.

Waver for Independent Studies(FORM 1D)

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Classroom Training(Phase 2)The New Volunteer

The New Candidate will attend 12 Hours of Classroom training.

The classroom training times can be configured at the discretion of the Circuit.

Trainers will be selected from local GAL Program Staff, Volunteers, and the local Child Welfare Community Agencies.

Upon Successful completion of Phase 1 & Phase 2 and with an approved level 2 background screening, the New Candidate can be awarded “Provisional Status”.

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Classroom Topics

History, Mission, & Vision of GAL Program.

Expectations for a GAL & what they can expect from us?

What is Best Interest Advocacy?

Tools of the Trade. (Appointment Order, Oath, Travel Log, and Visitation Report)

Cultural Diversity & Competence.

The Child Protection System, Court Process, Legal Path of case, C-SAFE.

Educational Advocacy.

First Meeting with the Child/Building a Relationship *

Working with the Parents on your case/Understanding Families *

Working with Community Partners/Resources *

Overview of Court Report *

Classroom Training Phase 2

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The New Candidate should be encouraged to complete Phase 1 “Independent Studies” training prior to starting their Classroom Studies. Phase 1 is not required as a prerequisite to Phase 2 but both Phases 1 & 2 must be completed before entering Phase 3.

The assigned mentor should be readily available during the classroom phase of the training to support the volunteer candidate and answer any questions.

Mentor’s

Role

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Requirements to Achieve “Provisional Status”

Upon completion of all the above the New Candidate will be awarded “Provisional Status” and approved to enter (Phase 3) and participate in the Fieldwork portion of their training.

The New Candidate must have completed (Phase 1) of the Independent Studies training and have a completed (FORM1 B) signed by the Mentorand Coordinator (CAC) or have an approved (FORM 1D) Waver signed by the Circuit Director. The New Candidate must have successfully completed (Phase 2) Classroom training.

The New Candidate must have cleared their level 2 background screening.

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Fieldwork (Phase 3)

New Volunteer & Mentor

Completion of the Visitation Report by the new volunteer.

Court Observation

Review of the new volunteer’s initial case file.

Initial visit with the Child or children.

Discussion about the “Report to the Court” (JR).

How to build a relationship with the Coalition & Case Manager.

Meaningful & effective contact with Caregivers & Parents

Meet with CAC & Mentor to discuss & document completion.

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Court Observation

Fieldwork Activities Matrix

1. Identify each of the parties involved in the case at a dependency hearing

2. Explain the role of each party in a dependency hearing

3. Explain the Judge's viewpoint and rulings during the hearing observed.

4. Consult (FORM 2A) “Court Observation Guide” (see next slide)

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Review of Case File with the Mentor


1. Identify the key/important documents contained in a Case File (Use FORM 3C)

2. Explain the importance of access and use of a Case File prior to Judicial Review

3. Explain the process for keeping the Case File current

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Case Notes/Documentation


1. Identify the type of case/file documentation required for: Visitation Reports. Judicial Reports, conversations with relevant resources, i.e. school personnel; and other file documentation as required by GAL Standard 6 and the local Circuit GAL Program

2. Explain to the CAC or Mentor the personal documentation system (manual and/or computer) he/she will be using to maintain accurate and complete case notes

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First Child Visit & Biological Parent Contact


I. Prior to Visit: Explain the information needed to complete the GAL Visitation Form and explain how this information is obtained

2. During Visit: Establish rapport with children and current caregivers*

3. After the Visit: Complete Visitation Form correctly,

4. If the children are not residing with the biological parent(s) attempt to contact them and establish rapport. Document your contact and attempted and contacts with these parents.

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Contacts and Case Resources


I. Obtain updates on the child's/youth's progress in school and in behavioral counseling.

2. If appropriate to the case, obtain current information on the child's/youth's medical and/or dental needs & arrange for service referrals if not already obtained.

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Working with the Coalition and the Case Manager


1. Explain the role and responsibilities of a Case Manager.

2. Contact his/her Case Manager to discuss the case & plan for on-going communication

3. Explain the options to pursue if difficulty is encountered communicating with the Case Manager on the child's/youth's progress in school and in behavioral counseling.

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Full Certification Process Team Meeting


1. After the completion of all Fieldwork Activities, meet with the CAC &Mentor to discuss the Fieldwork Activities – (FORM 3B). Note: As needed. VCA will continue to meet with his/her CAC for follow-up discussion about any of the above activities.

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Role of the Child Advocacy Coordinator

The mentor is not an assistant Child Advocacy Coordinator, the mentor will coach and not manage.

The Coordinator is responsible for managing the new volunteer and their case, and the new volunteer is accountable to their Coordinator .

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The End

Mentors Thank You for all you do!

Mentor Training Update 1 April 2014 Guardian Ad Litem Program “I am for the child”

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Transcript of Mentor Training Update 1 April 2014 Guardian Ad Litem Program “I am for the child”