Module 6: Purposeful Contacts - c Web viewword you think of when you hear the word purposeful? Write...

Module 6: Purposeful ContactsTime: 2 hours

Module Purpose: This module discusses how to conduct visits that are meaningful and purposeful. It further analyzes the exploration process and examines communication techniques and methods that assist in gathering information and developing relationships with parents and children.

Demonstrated Skills:1. Determine how to prepare and conduct purposeful contacts with

the parents.2. Determine how to prepare and conduct purposeful contacts with

the child.3. Identify the required aspects of a home visit.4. FSFN- Demonstrate documenting a parent contact and child

contact visit note.

Materials: Flip Chart paper Index cards Hall Case Documents/Case Notes Local Policy, Procedure and Documents for Home Visits.

Trainer Instructions and Script:

Display slide 6.0.1: Module 6: Purposeful Contacts (PG:1)

CM 6: Purposeful Contacts1

Display slide 6.0.2: Learning Objectives (PG:1)

Display slide 6.0.3: Agenda (PG:1)


Unit 6.1: Purposeful Visits and Contacts with the Child and Parent

Time: 2 hour

Unit Overview: In this unit participants examine communication techniques and methods that assist in developing relationships with parents and children and learn how to conduct visits that are meaningful and purposeful.

Learning Objectives:1. Recognize the relationship between caseworker, parent/caregiver and

child visits and placement stability and permanency.2. Identify the required aspects of a home visit.3. Provide examples of purposeful contacts.4. Describe the various types of visits and contacts.5. Determine how to prepare and conduct purposeful contacts with the

parent and child.6. Discuss the relationship between visits, contacts and assessing

change.7. Identify additional aspects of visits for Adolescents.8. Identify the needs of visiting a child in a Group Home Setting.9. FSFN- Demonstrate documenting a contact note.

Trainer Instructions and Script:

Display slide 6.1.4: Purposeful Visits and Contacts with the Parents and Children. (PG:2)


Display slide 6.1.5: Learning Objectives (PG:2)

Begin with a discussion of the word “purposeful”.

Ask: What is the first word you think of when you hear the word purposeful?

Write responses on flip chart and as you say/read the following point out when the same words appear.

Post flip chart paper in room and refer to it throughout this unit.

Display slide 6.1.6: Purposeful Visits (PG:3)

Say: This module is about how to prepare and conduct purposeful contacts with the child and parent.

The “purposeful” visit is one that engages the family and creates a trusting environment in which information can be easily obtained and exchanged. Engagement and critical observation are both essential elements of a good visit. Since visits increase the chances for permanency, what a case manager does on a visit is critical to the family’s success.

Visits are integral to the “exploration” stage of intervention. Visits give a case manager information about how the family is functioning in relationship to the protective capacities, understanding


how danger threats or negative family conditions have manifested, exploring motivation for change, resistance, or ambivalence; identifying family strengths, creating danger statements, and finding mutuality for continued work.

Visits are critical to the case management process. They provide a time for observation, discussion, and evaluation of services and results.

Home visits are also one of the ways to ensure that safety plans are being upheld, and to see if additional resources that may be needed are identified and pursued. If plans need to be modified, the home visit is often the time when required changes come to the case manager’s attention.

Ask: From what you have seen shadowing, what other reasons might home visits be important?

Accept all answers as this question is for participants to think about and bring to the forefront of their minds, what they have seen and connect that to what they will be learning in this module.

Say: Home visits are one of the key elements of casework. Conducted in a professional and respectful manner, and following family engagement principles that we have learned, visits pave the way for success by allowing on-going information gathering and provision of the right services, and support.

The more parents and caregivers come to know visits as a time for authentic communication, the better chance there will be for the goals of the family to be achieved.

Ask: What techniques have we learned that would help us to support guide and encourage the families we work with during visits?

Solicit responsesSuggested Reponses:

Motivational InterviewingChange talk- assessing stage of change


Say: Visits are so critical that they are part of child welfare law, including timeframes. Before we move on to the visit requirements lets be sure we know the laws that guide them.

Display slide 6.1.7: Required Contacts (PG:3) and review

Direct participants to first read PG:# Home Visit Legal Requirements

Activity #1: Home Visit Legal Requirements

Purpose: Participants will learn the requirements and time frames for home visits.

PG:5

Materials: index cards

Trainer Instructions: Distribute 5 index cards to each table. Say: With your table group, prepare 5 quiz questions based on the

facts in the PG Home Visit Legal Requirementso Write the question on the front of the index card provided and the

answer on the back.o When we are finished, we will be having a contest to see which

group answers the most questions correctly so be sure to be accurate and thorough.

o After 15 minutes- Hand your question cards to the Trainer.

Trainer Instructions for follow up activity: Place participants in groups of 3, by counting off 1,2,3. If there is an

extra person, assign them to be the score keeper.

Put the quiz cards in a box, basket or bowl. The group whose ages total to be the most goes first.

Pull a question out of the box and ask each group one question at a


time until all are asked. They cannot look up the answer, but have 30 seconds to discuss if needed. Groups get 1 point for every correct answer.

If the answer is incorrect, the trainer will tell them the correct answer for this round.

If the question or answer is determined to be invalid, the group will be asked another question.

Ask questions until each group has had an equal amount of questions asked.

The group with the most points wins.

Trainer Notes: There will be another round of this review after the next presentation about visits with parents. Save some of the important questions for repeating in the next review and create or save a few more difficult questions for a tie breaker.

Say: Now let’s talk about the legal requirement for visits with parents.Without visits, there would be no way to see if the parent is succeeding with making changes, and whether the case plan is supporting those changes or not. In the everyday schedule of a case manager, visits consume time.

Activity STOP

Display slide 6.1.8: Purposeful Visit with Parent/Caretaker (PG:6)

Say: Now let’s see what the law states about visits with parents or Caregivers

Refer participants to PG: # 65C-30.007(2) Contacts with Parent or Caregiver Living in Florida & 65C-30.008 Services Worker Responsibilities to Parents.


Activity #2: Parent Visit Quiz

Purpose: To review parent/case manager visit requirements

PG:7

Materials: index cards

Trainer Instructions: Ask participants to review PG With their table group prepare 2 quiz questions, as they did in the last

activity. Collect the index cards and mix in with some of the prior questions Ask groups to convene in same groups as before and ask each group 2

questions from the box/jar/basket.

Direct participants to PG:8 Parent’s Expectations of Caseworkers

Say: This page contains best practice related to caseworker behaviors rated highly by nearly 700 parents who had children in foster care. (“Parent’s Expectations of Caseworkers” Poertner, 2000)

Provide 2 minutes for participants to read.

Ask: Name one thing you just learned from reading about visits with parents?

Encourage every participant to participateDo not repeat any items. Occasionally briefly discuss the reasons for the responses

Say: Now that we are familiar with the laws, let’s get into more detail about caseworker visiting with children


Ask: Has anyone seen a case manager prepare for a visit?What did you observe?

Trainer Notes: The visitation videos in this unit are from Iowa social services. They are good example of the preparation required for case manager visits as well as an opportunity for discussion and critical thinking about what else might needs to be accomplished. There are a few “words” “acronyms” that we do not use. (SSIS instead of FSFN) The child in the next video is part of a tribe and case managers should have learned about ICWA, if the question is asked later.

Activity STOP

Display slide 6.1.9: The Home Visit (PG:10)

Click on hyperlink on PPT. http://rivertown-lab.com/DHS_Child_Welfare/DHS_CW4/index.html

Ask and Discuss the following questions:

What did you like about the visit?

What else would you have done to prepare?

What did you think about the conversation the case manager had with her supervisor?

Asked compound and running questions

What about the issues at school?Should be explored more

Would you have done anything differently?

How would you have handled Johnathan using his video game?


What was the heart of the problem?Lack of permanency

Refer participants to Job Aid PG:9 Home Visits – Best Practice Checklist and provide a few moments for them to read.

Trainer Notes: Review the checklist with participants and be sure they understand the purpose and intent of each practice. They will have learned most of the specifics Core.

Say: Let’s prepare for a visit of our own to the Hall family by reviewing an overall checklist for visits.As we will mention many times in this course, preparation and planning are the keys to many successful ventures you will have.

Display slide 6.1.10: Planning ~ Visit to the Hall’s (PG:10)

Direct participants to PG:11 Planning for Visits with Children and Caregivers Visitation Checklist

Activity #3: Hall family visit

Purpose: To practice preparing for a visit.

PG:12

Materials: Hall case materials

Trainer Instructions: Use the checklist as a guide. You have just completed you Case Transfer Meeting and the Hall

family has been assigned to you. You are planning to see the children for the first time. Assign either LeAnn Turner (12) or Alexis Parker (8) to groups. Prepare and answer the following questions:


o How will you approach the family? o How would you introduce yourself? o What would you say about the purpose of the home visit? o What would you say about seeing people individually? o What you would want to ask and observe specifically about the

child?o How would you document information while still engaging?

Debrief by recognizing how participants would prepare, and what they would want to ask children in the scenario.

Trainer Notes: We have not mentioned visiting with the baby Olivia in her relative placement, we will discuss this later in Modules 8 & 9

Ask: After participating in what we have discussed so far, what do you think are the most important aspects of purposeful home visits?

Allow time for participants to give their thoughts on important aspects, and expand as necessary for important points to be addressed.

Say: Let’s talk about how visits provide a way to evaluate change

Activity STOP

Display slide 6.1.11: Change? (PG:13) and review the stages of change.

Trainer Notes: Case managers will now begin to apply the stages to their work, and this very brief review serves as a reinforcement. Stages of Change was reviewed in Module 4.

Say: Let’s take a look at the CPI case note on her visit with the Hall Children in order assess if there have been any changes.


Refer participants to PG:13 Hall Case Notes

Activity #4: Assessing for Change

Purpose: Participants will determine how and what to assess for change

PG:13

Materials: None

Trainer Instructions: Ask participants to read case note and underline or highlight the areas

that they would like to follow up on for change. Highlight that the changes we are looking for must tie to the safety of

the child or the reason we are involved with the family.. Conduct a discussion on what changes the case managers will be

looking for on their next visit to Mrs. Hall.

Suggested responses: Mother’s thoughts on co-sleeping and safe sleeping practices What the mother has learned about the effects of drugs on the baby Mother’s sister’s information is inconsistent with what was learned at

the conference (permanency) Father’s ability to parent and continued use of drugs Does mom still play with the girls Any after school activities for LeeAnn Has Alexis’ ear infection cleared up, has she been to a doctor

Hall Case Notes: 112/14./xx CPI completed visit to the family home and completed a room to room walkthrough in addition to another more detailed discussion and interview with Mother who had just been released from hospital and was home. Home is a large trailer with ample food, clean flooring and counters, somewhat cluttered with clothing in laundry area, appropriate furnishings such as couches and sleeping areas. No crib for baby, mother indicated she was planning to sleep with the child in room with her and her husband, said she would use a bassinet or child would sleep in their bed. CPI discussed dangers associated with co-sleeping, and heightened risk associated given the parents’ drug abuse; discussed safe sleeping practices with Mom to include ‘back to sleep’ and stressed the importance of allowing the baby to sleep in her own bed without excessive covering or extraneous items such as toys, thick blankets, pillows, etc on the bassinet or crib.


CPI observed a baby bath, newborn diapers, bottles, a car seat and baby clothing. Mother indicated they do not have a stroller. Mother discussed daily care of child, was able to describe cues to child needs; understood the importance of routines, monitoring, schedules.

CPI met and interviewed father of newborn, Walter Hall. He works at a local building company and he stated he suffers from chronic back pain due to a high school football accident, so he has been taking Lortabs for years. He says he has a print out for the scripts he uses because he has to show this to his employer regularly. He admitted that he has abused his prescriptions to get high vs to control his pain.

Mother indicated she has a sister, Sandra Farrell who lives a few miles away and is helpful to the family. She babysits the kids now and then and likes spending time with them.

Mother currently employed as a paralegal for Bell and Franklin Law Firm, salary is approximately $45,000 per year.

2/14/xx CPI returned to home at 5:10 pm to complete interviews with LeeAnn and Alexis. LeeAnn Turner: 12 year old who was friendly, open and responsive. Tall girl, very well dressed and groomed. She attends Arcadia Christian in 7th grade, likes to spend time with friends, enjoys math and wants to be an astronaut. She is not currently involved in any sports or school activities, she used to be a cheerleader and played soccer. Does not take any medication. She says that she and her Mom play board games or Wii together when her mom is not sick. Her father is deceased (drug overdose). Alexis Parker; 8 year old who is in 2nd grade. She enjoys math, wants to be a cheerleader. She is friendly and soft spoken like her mother, quite open when interviewed. Enjoys watching TV at home. She is taking some medication for a cough. She has chronic ear infections and is treated for asthma with a liquid steroid and an inhaler. She visits with her Dad every other weekend. Alexis does well in school maintaining all As and Bs.

Both girls indicate that they spend a good amount of time at the Walter’s parent’s home which is in the same trailer park. They think of them as grandparents and they treat the girls as if they were family. They celebrate birthdays and holidays together as well and the girls both talked about watching movies over there and spending the night sometimes.

Say: So far, we have been discussing visits with children where they reside in a home with a parent or foster parent. The next discussion will focus on group home visits.


Activity STOP

Say: Sometimes our children are placed in group homes. Visiting a child in a group home can be a little different and there are certain considerations to be made. Let’s watch a video.

Display slide 6.1.12: Visiting a Group Home (PG:15) and click hyperlink for video

Ask: What was different in the visit to a Group Home vs. what might happen in a relative or foster home.

Suggested Responses: Foster home is more of a homelike setting Increased opportunity to visit with the child alone in foster home It may be more challenging to schedule time to visit in group home Social workers or group home coordinators may not be readily

available

Debrief and discuss any thoughts or questions participants may have about the visit. Note that there was no visit to the child’s room.

Display slide 6.1.13: FSFN (PG:15)


Say: After your visits, you are required to document your visits in FSFN as described in F.A.C. 65C-30.007(9).

All contacts and attempted contacts shall be documented in the case file within two working days of the contact or attempted contact.

Trainer Notes: Insert and Discuss Local Agency Policies, Procedures.Provide your agency Forms for Home Visit Notes.

Information that is necessary includes: Purpose of contact. Outcomes of the contact with child, parents, caregiver. Interview/observation of child interactions w/family

members/caregiver. Verification of parent’s accomplished tasks and effectiveness of

services. Identification of additional services needed. Outcomes of provider communication/reports. Evidence of child’s safety, permanence, and well-being.

Display slide 6.1.14: FSFN- Home Visit Notes (PG:16)

Refer participants to PG:17 Case Notes - How Do I? and review1. Create a Case Note from Desktop2. Create a Case Note from Case Book3. Create a Case Note from Search

If possible bring up FSFN training region and demonstrate.

Trainer Notes: The following eLearning demonstrates the new enhancements to documenting case notes. Advise learners that this demonstration is for the purpose of showing them the possibilities when it comes to documenting case notes and they will not have to remember all of this from this video.


Click on the PPT hyperlink to display the eLearninghttp://centervideo.forest.usf.edu/transformfunction/fsfn/intro/casenote.html

Display slide 6.1.15: Knowledge Review (PG:20)

Display slide 6.1.16: Q 1? (PG:20)

Answer: C

Display slide 6.1.17: Q 2 (PG:21)

Answer: A


Display slide 6.1.18: Q 3 (PG:21)

Answer: D


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