common core 3.0 200 level monitoring & adapting block ... · version 3.2 | december 31, 2017...

Version3.2|December31,2017

CommonCore3.0

200LevelMonitoring&

AdaptingBlock

KnowledgeandSkills

ReinforcementLab:

ManagingChangeTraineeGuide

CaliforniaCommonCoreCurriculum|ManagingChangeKnowledgeandSkillsReinforcementLab|v3.2_December31,2017

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TableofContents

TableofContents...................................................................................................................................................2

IntroductiontoCommonCore...............................................................................................................................3

CurriculumIntroduction.........................................................................................................................................4

Agenda...................................................................................................................................................................5

Segment7:PuttingitAllTogether:PersonalLearningPlans&Debrief 2:35–2:45pm.......................5

LearningObjectives................................................................................................................................................6

MonitoringandAdaptingtheCasePlan–PhasesofCasePlanning......................................................................7

MulticulturalGuidelinesforCommunicatingAcrossDifferences........................................................................15

CaliforniaChildWelfareCorePracticeModelPracticeBehaviors.......................................................................16

Polk/HernandezVignette.....................................................................................................................................17

HelpfulTypesofQuestionsforFindingSolutions................................................................................................23

StructuredDecisionMaking(SDM)andEcomapActivityWorksheet..................................................................27

Polk/HernandezEcomap......................................................................................................................................29

PreparingtheFamilyfortheFamilyTeamMeeting–PriortotheMeeting........................................................30

CaseConsultationGuidelines...............................................................................................................................32

SafetyPlanningTool–CaseConsultationwithSupervisor..................................................................................36

FamilyTeamMeetingAgenda..............................................................................................................................37

SafetyPlanningTool–TeamingActivityNotes....................................................................................................38

FamilyTeamMeeting-ObservationWorksheet.................................................................................................39

CommunicationSkillsforEffectiveFacilitation....................................................................................................40

PersonalLearningPlan.........................................................................................................................................42

References/Bibliography......................................................................................................................................43


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IntroductiontoCommonCore

CommonCorecurriculumandtrainingfornewchildwelfareworkersinCaliforniaisdesignedtobegeneralizableacross

thestate,coverbasicchildwelfareknowledgeandskillsandisimportantforallCWSpositionswithinanagency.

California’sCommonCoreCurriculaforChildWelfareWorkersistheresultoftheinvaluableworkandguidanceofa

greatmanypeoplethroughoutthechildwelfaresysteminCaliforniaandacrossthecountry.Itwouldbeimpossibleto

listalloftheindividualswhocontributed,butsomegroupsofpeoplewillbeacknowledgedhere.

TheContentDevelopmentOversightGroup(CDOG)asubcommitteeoftheStatewideTrainingandEducationCommittee

(STEC)providedoverallguidanceforthedevelopmentofthecurricula.ConvenedbytheCaliforniaSocialWork

EducationCenter(CalSWEC)andtheCaliforniaDepartmentofSocialServices(CDSS),CDOGmembershipincludes

representativesfromtheRegionalTrainingAcademies(RTAs),theUniversityConsortiumforChildrenandfamiliesinLos

Angeles(UCCF),andLosAngelesCountyDepartmentofChildrenandFamilyServices.

InadditiontoCDOG,aCommonCore3.0subcommitteecomprisedofrepresentativesfromtheRTAs,theResource

CenterforFamilyFocusedPractice,andcountiesprovidedoversightandapprovalforthecurriculumdevelopment

process.

Alongtheway,manyotherpeopleprovidedtheirinsightandhardwork,attendingpilotsofthetrainings,reviewing

sectionsofcurricula,orprovidingotherassistance.

California’schildwelfaresystemgreatlybenefitsfromthiscollaborativeendeavor,whichhelpsourworkforcemeetthe

needsofthestate’schildrenandfamilies.

TheChildren’sResearchCenterprovidedtechnicalsupportaswellasTheStructuredDecisionMakingSystemthat

includestheSDM3.0PolicyandProcedureManualandDecisionMakingTools.Theseresourcesareusedincompliance

withCRCcopyrightagreementswithCalifornia.Additionally,contentinthiscurriculumhasbeenadaptedfromCRC’s

SDM3.0classroomcurriculumtomeetthetrainingneedsinCalifornia.

IncompliancewiththeIndianChildWelfareAct(1978)andtheCaliforniaPracticeModel,socialworkersmustidentify

AmericanIndian/AlaskaNativechildreninthesystem.ForanoverviewofImplementingtheIndianChildWelfareActview:https://www.youtube.com/watch?v=BIQG65KFKGs

Thecurriculumisdevelopedwithpublicfundsandisintendedforpublicuse.Forinformationonuseandcitationofthe

curriculum,pleasereferto:

http://calswec.berkeley.edu/CalSWEC/Citation_Guidelines.doc

FORMOREINFORMATIONonCalifornia’sCoreCurricula,aswellasthelatestversionofthis

curriculum,pleasevisittheCaliforniaSocialWorkEducationCenter(CalSWEC)website:

http://calswec.berkeley.edu


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CurriculumIntroduction

TheManagingChange:KnowledgeandSkillsReinforcementLabprovidesinformationtotraineesaboutthekeyaspects

ofmonitoringandadaptingthecaseplan,includingtheanalysisofcaseplanprogressanduseofbestpracticeswith

children,youth,youngadultsandfamilies.ItisstronglyencouragedthattraineescompletealloftheMonitoringand

Adaptingblockpriortotakingthiscourse.

SomecontentinthiscurriculumwasinformedbyNCCDandtheNorthernCaliforniaTrainingAcademyaspartofthe

SafetyOrganizedPracticeCurriculum.SafetyOrganizedPractice(SOP)isacollaborativepracticeapproachthat

emphasizestheimportanceofteamworkinchildwelfare.SOPaimstobuildandstrengthenpartnershipswiththechild

welfareagencyandwithinafamilybyinvolvingtheirinformalsupportnetworksoffriendsandfamilymembers.A

centralbeliefinSOPisthatallfamilieshavestrengths.SOPusesstrategiesandtechniquesthatalignwiththebeliefthat

achildandhisorherfamilyarethecentralfocus,andthatthepartnershipexistsinanefforttofindsolutionsthat

ensuresafety,permanency,andwell-beingforchildren.SafetyOrganizedPracticeisinformedbyanintegrationof

practicesandapproachesincluding:

• Solution-focusedpractice1

• SignsofSafety2

• StructuredDecisionmaking3

• Childandfamilyengagement4

• Riskandsafetyassessmentresearch

• GroupSupervisionandInteractionalSupervision5

• AppreciativeInquiry6

• MotivationalInterviewing7

• ConsultationandInformationSharingFramework8

• CulturalHumility

• Trauma-informedpractice

1

Berg,I.K.andDeJong,P.(1996).Solution-buildingconversations:co-constructingasenseofcompetencewithclients.FamiliesinSociety,pp.376-391;deShazer,S.(1985).Keystosolutioninbrieftherapy.NY:Norton;Saleebey,D.(Ed.).(1992).Thestrengthsperspectiveinsocialworkpractice.NY:Longman.

2

Turnell,A.(2004).Relationshipgrounded,safetyorganizedchildprotectionpractice:dreamtimeorrealtimeoptionforchildwelfare?ProtectingChildren,19(2):14-25;Turnell,A.&Edwards,S.(1999).SignsofSafety:Asafetyandsolutionorientedapproachtochildprotectioncasework.NY:WWNorton;Parker,S.(2010).FamilySafetyCircles:Identifyingpeoplefortheirsafetynetwork.Perth,Australia:AspirationsConsultancy.3

Children’sResearchCenter.(2008).StructuredDecisionMaking:Anevidence-basedpracticeapproachtohumanservices.Madison:Author.

4

Weld,N.(2008).Thethreehousestool:buildingsafetyandpositivechange.InM.Calder(Ed.)Contemporaryriskassessmentinsafeguarding

children.LymeRegis:RussellHousePublishing.

5

Lohrbach,S.(2008).Groupsupervisioninchildprotectionpractice.SocialWorkNow,40,pp.19-24.6

Cooperrider,D.L.(1990).Positiveimage,positiveaction:Theaffirmativebasisoforganizing.InS.Srivasta,D.L.CooperriderandAssociates(Eds.).

Appreciativemanagementandleadership:Thepowerofpositivethoughtandactioninorganization.SanFrancisco:Jossey-Bass.7

Miller,W.R.&Rollnick,S.(2012).MotivationalInterviewing,(3rdEd.).NY:GuilfordPress.8

Lohrbach,S.(1999).ChildProtectionPracticeFramework-ConsultationandInformationSharing.Unpublishedmanuscript;Lohrbach,S.&Sawyer,

R.(2003).FamilyGroupDecisionMaking:aprocessreflectingpartnershipbasedpractice.ProtectingChildren.19(2):12-15.


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Agenda

Segment1:WelcomeandIntroductiontotheTraining 9:00–9:10am

Segment2:Review:Monitoring&AdaptingtheCasePlan 9:10–10:20am

Segment3:OverviewofActivities–Polk/HernandezVignette 10:20–10:25am

Break (15minutes)

Segment4:Polk/HernandezCaseStudy 10:40–11:40 am

Segment5:PreparingfortheFamilyTeamMeeting 11:40am–12:00pm

Lunch (60minutes)

Segment5(continued):PreparingfortheFamilyTeamMeeting 1:00–1:35pm

Segment6:Polk/HernandezFamilyTeamMeeting 1:35–2:35pm

Segment7:PuttingitAllTogether:PersonalLearningPlans&Debrief 2:35–2:45pm

Break (15minutes)

Segment8:EndofBlockEvaluationandDebrief 3:00–4:00pm


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LearningObjectives

Knowledge

K1.Thetraineewillidentifythreebestpracticesthatimpactthefollowingissueswithmonitoringandadaptingcase

plans,including,butnotlimitedto:

a. CaregiverSubstanceUse

b. BehavioralHealthIssues

c. IntimatePartnerViolence

d. EducationalIssuesforYouth

Skill

S1.Usingavignette,thetraineewilldemonstratecriticalthinkingskillstolearnaboutandrespondtochangewhile

facilitatingorparticipatinginaprocessthathelpssupportprogress,overcomeschallenges,andcontinuesto

respondtotheneedsofthechildforsafety,permanency,andwell-being.

S2.Usingthesamevignette,thetraineewill:

a. Demonstrateatleasttwoexamplesintegratingculturalresponsivenessand/ortraumainformedpracticeto

meetthechangingneedsofafamily.

b. EngagethefamilyinconductingtheappropriateSDMassessmentstoevaluateprogressandadapttothe

changingneedsandcircumstancesofthefamily.

Values

V1.Thetraineewillmaintainsituationalawarenessandfosterbestpractices,culturalhumility,trauma-informed

engagement,andteamingtosupportsafety,permanency,andwell-beingforchildren,youth,youngadults,and

families.

V2.Thetraineewillembracelearningaboutandrespondingtochange,duringacollaborativecaseplanningprocesswith

families,Tribes,childandfamilyteams,servicesproviders,andfamilysupportnetworksthatvaluestheprotective

capacities,strengths,andunderlyingneedsofchildrenandfamilies;andsupportssafety,permanency,andwell-

beingforchildren,youth,youngadults,andfamilies.


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MonitoringandAdaptingtheCasePlan–PhasesofCasePlanning

CasePlanningandCaseManagementisvitalinyourworkasachildwelfaresocialworkerandincludesyourongoing

workwithafamily.Thereareseveralkeyphasesofthecaseplanningprocess,includingongoingassessmentofthe

childandfamily,developmentofacaseplanforthechildorfamily,implementationofthecaseplan,supporting

children,parentsandcaregivers,monitoringandadaptingofthecaseplantoensureitmeetsthechangingneedsof

thechildandfamily,andpreparingforeachjudicialreviewwhilemaintainingsafety,permanency,well-beinganda

focusonconcurrentplanningforthechild.

Strategiesforeachphaseofcaseplanningareasfollows:

Assessthechildandfamily

Assessmentis

OngoingAssessmentoccursthroughoutthelifeofacase;itbeginsfromthemomentacallisreceived

bythechildwelfaresystemandcontinuesuntilthecaseisclosed.

Ø Anongoingassessmentofsafetyvs.riskisanimportantpartofworkingwith

families.Safetyisfocusedontheimmediateabsenceofharmanddangerforachild

andriskfocusesonthefamilypatternsandprobabilitythatabuseorneglectmay

occurinthefuture.

Ø Itisimportanttoconsiderthatearlierassessmentsmayhavebeenincorrector

incompleteandbewillingtomakethenecessarychangestocaseplanningbasedon

newinformationlearnedfromupdatedassessments.

Ø Effectivecaseplanningisindividualized,strength-based,comprehensiveandflexible.

Ø Thefocusofongoingassessmentshouldbeonfamilystrengthsandpositive

engagementtoseewhattheyaredoingright–lookingforthebehavioralchange

thatincreasessafety.

Questionsthatcaninformtheongoingassessmentwithfamilies:

Ø Hasthecaseplanbeenimplemented?

Ø Isthereprogresstowardthechild’ssafety&well-being?

Ø Isthecaseplanleadingtowardchange?

Ø Arethecaseplanobjectives(outcomes)beingmet?

Ø Isthepermanencygoalstillappropriate?

CaliforniaChild

WelfareCore

PracticeModel

(CPM)

CaliforniaChildWelfareCorePracticeModeldefinitionofassessment:Assessment isa

continuousprocessofdiscoverywithfamilies thatleadstobetterunderstandingofthe

eventsandbehaviorsthatbroughtthe childrenandfamiliesintoservices,helpsfamilies

identifytheunderlyingneedsthataffectthesafety,permanency,andwell-beingofthefamily,

children,andyouth.

Assessmentpracticebehaviors:

Fromthebeginningandthroughoutallworkwiththechild,youth, youngadult,family,and


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theirteamtoengageininitialandon-going safetyandriskassessmentandpermanency

planning.

Engagement CaliforniaChildWelfareCorePracticeModeldefinitionofengagement:Familyengagement

isafamily-centeredandstrengths-basedapproachtopartneringwithfamiliesinmaking

decisions,settinggoals,andachievingdesiredoutcomes.Itisfoundedontheprincipleof

respect—communicatingopenlyandhonestlywithfamiliesinawaythatsupports

disclosureofpreferences,familydynamicsandculture,andindividualexperiences,sothat

theindividualneedsofeveryfamilyandchildcanbemet.

Thekeytosuccessfulassessmentandcollaborationwithfamiliesstartswithengagement.

Engagementpracticebehaviors(adaptedfromCPMpacket):

Ø Listentothechild,youth,youngadult,andfamily,anddemonstrate thatyoucare

abouttheirthoughtsandexperiences.

Ø Demonstrateaninterestinconnectingwiththechild,youth,young adult,andfamily

andhelpingthemidentifyandmeettheirgoals.

Ø Identifyandengagefamilymembersandotherswhoareimportant tothechild,youth,

youngadult,andfamily.

Ø Supportandfacilitatethefamily’scapacitytoadvocateforthemselves.

TeamingOngoingassessmentandcaseplanningwithfamiliesshouldbedonecollaborativelyinteams

wheneverpossible,withafocusonengagingthesupportnetwork.

CaliforniaChildWelfareCorePracticeModelteamingbehaviors:

Ø Workwiththefamilytobuildasupportiveteamthatengagesfamily, cultural,

communityandTribalconnectionsasearlyaspossible.

Ø Afterexploringwiththefamilyhowtheirculturemayaffectteaming processes,

facilitateculturally-sensitiveteamprocessesandengage theteaminplanningand

decision-makingwithandinsupportofthe child,youth,youngadult,andfamily.

Ø Workwiththeteamtoaddresstheevolvingneedsofthechild,youth, youngadult,

andfamily.

Ø Workcollaborativelywithcommunitypartnerstocreatebetterways forchildren,

youth,youngadults,andfamiliestoaccessservices.

MinimumSufficient

LevelofCare(MSLC)TheMinimumSufficientLevelofCare(MSLC)isastandardforassessingsafetyandchange

andassistssocialworkersinsystematicallyconsideringwhatthestandardwasforremoval

andwhattheexpectationsareforreturnofthechild.TheMSLCforachildshouldnot

changeunlesstherearesignificantchangeinthechild’sfunctioningorneedssuchasa

medicalissuethatrequiresspecializedcare,etc.

StructuredDecision

Making(SDM)Tools

SDMassessmenttoolsareanessentialwaytohelpusconductabalancedassessmentin

measuringprogresstowardchildsafetyandwell-being.

TheSDMassessmenttools,suchastheSDMRiskReassessment,SDMReunification

ReassessmentandSDMFamilyStrengthsandNeedsAssessmenttoolsaredesignedtobe

usedasguides,inconjunctionwithclinicaljudgmentbysocialworkersandsupervisors,

increasingtheconsistencyandaccuracyofthedecisionmakingprocess.


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Itisimportanttorememberthatifwedon'tusebestpractices(i.e.,atraumainformedlens,

culturalhumility,strength-basedapproach,teaming,etc.)ourtoolswon'tbeaseffective.

ThefollowingStructuredDecisionMakingtoolsareoftenusedwhilemonitoring&adapting

thecaseplan:

Ø SDMRiskReassessment

Ø SDMRiskReassessment(In-home,ifinFamilyMaintenance)

Ø SDMReunificationReassessment

Ø SDMFamilyStrengthsandNeedsAssessment

Ø SDMSafetyAssessment(ifthereisaNEWallegationinanopencase)

SDMRisk

Reassessment

Thepurposeoftheriskreassessmentistohelpassesswhetherriskhasbeenreduced

sufficientlytoallowacasetobeclosed,orwhethertherisklevelremainshighandservices

shouldcontinue.Thisisaccomplishedthroughevaluatingwhetherbehaviorsandactionsof

thefamilyhaschangedasaresultofthecaseplan.Thefamilyriskreassessmentcombines

itemsfromtheoriginalriskassessmentwithadditionalitemsthatevaluateafamily’s

progresstowardcaseplangoals.Unliketheinitialriskassessment,whichcontainsseparate

indicesforriskofneglectandriskofabuse,theriskreassessmentiscomprisedofasingle

index.

Theriskreassessment(in-homeassessment)mustbecompletedbythecase-carryingsocial

workeronallopencasesinwhichallchildrenremaininthehome,orcasesinwhichall

childrenhavebeenreturnedhomeandfamilymaintenanceserviceswillbeprovided.The

riskreassessmentmustbecompletedpriortoeachrequiredreview,whichoccursatleast

onceeverysixmonths,andanyrecommendationtoclosethecaseorcontinueservices.All

casesshouldbecompletedsooneriftherearenewcircumstancesornewinformationthat

wouldaffectrisk.Theriskreassessmentguidesthedecisiontokeepacaseopenorclosea

case.

SDMReunification

Reassessment

ASDMReunificationReassessmenttoolisdesignedtoevaluateeachfamilywithchildren

placedoutsidethehomeinanefforttoreducethetimetoachievepermanency.The

reunificationreassessmenttoolmustbecompletedbythecase-carryingsocialworkerprior

toeachrequiredreview,whichoccursatleastonceeverysixmonths,andany

recommendationtoreturnthechildhomeintoaplanoffamilymaintenance,orcontinue

familyreunificationservices.Thereunificationreassessmentguidesthisdecisionby

assessingrisk,progressofvisitationandsafety.

SDMFamily

Strengthsand

NeedsAssessment

(FSNA)Tool

ThepurposeoftheFamilyStrengthsandNeedsAssessmentistoassessthestrengthsand

needsofeachindividualinthehousehold(caregiversandchildren).Thisisaneffective

engagementtoolthatcanbecompletedwiththefamilyandusedtoinformthecaseplan

update.

ItisimportanttocompletetheFSNAtoolatthebeginningofacaseandpriortoeachcase

planupdatetoensureacomprehensiveandongoingassessmentofthechildandfamily’s

currentstrengthsandneeds,culturalfactorstoconsider,etc.Thisinformationwillassistyou

asyoumakerecommendationsforupdatedorrevisedservices,referralsandcommunity

supports.


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KeyQuestionforSocialWorkers:

Arethefamily’scurrentcaseplansafetygoals,serviceobjectivesandactionstepsaligned

withtheircurrentstrengthsandneedsidentifiedontheFSNAtool?

SDMSafety

AssessmentTool

TheSDMSafetyAssessmenttoolmaybeusedwhenthereisanewsafetythreatorchild

abuse/neglectallegationthatrequiresaninvestigation.TheSDMSafetyAssessmentisused

duringthecourseoftheinvestigationtodeterminelevelofsafetyforthechild.Thistoolis

usuallycompletedbythesocialworkercompletingtheinvestigation.

Ongoing

AssessmentTasks

InadditiontoStructuredDecisionMaking,thefollowingadditionalassessmenttasksshould

becompletedonanongoingbasisthroughoutthelifeofyourworkwithafamilyand/or

youth.

Itisimportantforsocialworkerstounderstandhowimportantitis,inthephasesofcase

planning,tolearnaboutthefamily–whotheyareandwhytheyareinvolvedwiththechild

welfaresystem.

1. Usecontactsandparent/siblingvisitationtoassessforprogressandgoodfit.Ensure

actionsandinteractionsaredocumented.

2. Buildtheirstrengthsintoacaseplanthatthefamilywillfindrelevantandthatwill

addresstheirspecificneedswithtasks,servicesandpromptsforbehavioralchange.

3. Planahead-preparebeforemeetingwiththefamilyandthinkaboutkeyissues

aheadoftime.

Considerhowyourownfeelingsaboutthefamilymighthelporhindertheplanningprocess

to:

1. Identifywhatcanbedonetoreducepossiblenegativeeffectsandassessifthe

feelingsarebasedonthefamily’ssituationortheirownbeliefs.

2. Trytoidentifyanyculturalissuesthatmayinfluencetheworkwiththefamilyand

planspecificstepstoactivelyaddressthem.

Whyisallthisimportant?

Familieswhoareactivelyengagedinthecaseplanningprocesshavebetteroutcomesthan

familieswhohaveacaseplandesignedforthemwithouttheirinput.Familymembersshould

betheprimarydecisionmakersfortheirfamilyincaseplanning(whilenotcompromising

safety).

Caseplanningandservicedelivery(creating,implementingandupdatingcaseplans)

CaliforniaChild

WelfareCore

PracticeModel

(CPM):

DefinitionofCasePlanningandServiceDelivery:

Serviceplanninginvolvesworkingwiththefamilyandtheirteamtocreateandtailorplansto

buildonthestrengthsandprotectivecapacitiesoftheyouthandfamilymembers,inorder

tomeettheindividualneedsforeachchildandfamily.

CasePlanning&

ServiceDelivery

Practicebehaviors:

Workwiththefamilyandtheirteamtobuildaculturallysensitiveplanthatwillfocuson

changingbehaviorsthatledtothecircumstancesthatbroughtthefamilytotheattentionof


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thechildwelfareagencyandassistthechild,youth,youngadult,andfamilywithsafety,

trauma,healing,andpermanency.

Monitoring&

AdaptingtheCase

Plan/Preparingfor

Transitions

DefinitionofMonitoring&Adapting/Transitions:

Monitoringandadaptingarepartofthepracticeofcontinuallymonitoringandevaluating

theeffectivenessoftheplanwhileassessingcurrentcircumstancesandresources.Itisthe

partoftheplanningcyclewheretheplanisreworkedasneeded.Transitionistheprocessof

movingfromformalsupportsandservicestoinformalsupports,wheninterventionbythe

formalsystemsisnolongerneeded.

Practicebehaviors:

Workwiththefamilytoprepareforchangeinadvanceandprovidetoolsformanaging

placementchanges,socialworkerchanges,andothersignificanttransitions.

UpdatingthePlan:

Engagingthe

Family/youthinthe

Process

Updatethecaseplanwiththefamily.Askfortheirfeedbackontheirprogressandincludeitintheprogressnotes.Makesuretheyknowinadvancewhatyourprogressnoteswillsay.

Nothingintheupdateshouldcomeasasurprisetothefamily.Inadditiontogathering

progressinformationfromthefamily,engagetheminaconversationabouttheservicesand

whethertheservicesaremeetingtheirneeds.Beopentocollaboratewiththefamilyinthis

regardandempowerthemtoconsiderthebenefitsofservicesandthegapstheservicesare

leavingopenwhileyoualsoexpressyourassessmentofthestrengthsandweaknessesofthe

currentservices.Worktogethertofindadditionaloralternateservicestofillthegaps.

ReviewtheSDMFamilyStrengths&NeedsAssessmenttoolwiththefamilytodiscusstheir

changingneedsandhowthismayimpacttheircaseplanserviceobjectivesandabilitytobe

successful.Ensurethatanyidentifiedculturalfactorsforthefamilyareaddressedand

includedinthecaseplan.

Conductingafollow-upmeetingwiththemulti-disciplinaryorfamilygroupconferencing

teamthatassistedinthedevelopmentoftheinitialcaseplancanbeveryusefultoengage

thefamilyinthecaseplanupdate.Remembertoalwaysbeconsideringanddiscussingwith

thefamilyoryouthwhowillsupportthemwhenchildwelfareclosestheircaseandallthe

professionalsareoutoftheirlives(theirnaturalsupportsystems).Engagethesupport

networkinthecaseplanningprocessasoftenaspossible.Assignrolestothesupport

networktoassistthefamilywithbeingsuccessfulintheircaseplangoalsandservice

objectives.

Supportingchildren,youth,parentsandcaregiversbyutilizing

bestpracticesinchildwelfare


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BestPracticesin

ChildWelfare

Wecanbestsupportthechildren,youth,youngadults,parentsandcaregiversweworkwith

byutilizingbestpractices.

Thefollowingbestpracticeapproacheshavebeenfoundtobevitaltoengagingfamiliesina

respectfulandethicalway:

Ø Traumainformedpractice

Ø Strengthsbased,solutionfocusedapproachandappreciativeinquiry

Ø Culturalhumility

Ø Teaming

TraumaInformed

Practice

Traumainformedpracticeinvolvesanawarenessoftraumaanditsimpactonbehaviorand

qualityoflifeinthelivesofchildrenandadults.Thispracticeinvolvesarecognitionofand

empathyforthepervasivenessoftraumaandseekstounderstandtheconnectionbetween

presentingbehavior,thoughts,attitudes,andcopingstrategies.Additionally,itiscrucialto

understandtheimpactoftraumathatmaybecreatedbybeinginvolvedwithchildwelfare

andtolearnwaystoacknowledgeandtrytoreducethisimpact.

Strengths-based

Approach

Solution-focused

Approach

AppreciativeInquiry

Astrengthsbasedapproachencouragesfamiliestobecomepartofthedecision-making

processandhavetheirstrengthsandresourcesacknowledged.

Asolution-focusedapproachinvolvescollaboratingwiththefamilytoidentifytheirideasof

solutionsthatwillworktoensuresafety,permanency,andwell-beingoftheirchild(ren).

Solutionfocusedinterviewingispartofthisapproachandincludesasetofdifferenttypesof

questionsthatcanbeusedwithfamilies.

Typesofsolutionfocusedinterviewquestionsinclude:

• TheThreeQuestions(what’sworkingwell,whatareweworriedabout,whatneeds

tohappennext)

• Exceptionquestions

• Scalingquestions

• Miraclequestions

• Copingquestions

• Preferredfuturequestions

Appreciativeinquiryinvolvesacollaborativeexplorationintothe“best”ofpeople,their

relationships,andtheworldaroundthem.Thispracticeistheoppositeof“problem-solving”

andseekstoinstillhopeinfamiliesbyfocusingonwhatisgoingrightandwellintheirlives.

Whatwepayattentiontogrowsandbypayingattentiontowhat’sworkinginsteadof

focusingsolelyonwhat’snotworking,socialworkerscancontributetopositivechangein

individuals,groups,andorganizations.

Culturalhumility Culturalhumilityinvolvesahumbleapproachtoworkingwithfamiliesanddemonstratinga

beliefthatfamiliesaretheexpertsoftheiruniquequalitiesandcharacteristics.

Aculturalhumilityperspectivechallengesustolearnfromthepeoplewithwhomwe

interact,reservejudgment,andbridgetheculturaldividebetweenourperspectivesinorder

tofacilitatewell-beingandpromoteimprovedqualityoflife.Suchaperspectivefreesthe

observerfromhavingtopossessexpertknowledgeinordertomaintainknowledge-based


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power,control,andauthorityovermattersaboutwhichdiversepopulationsarefarmore

knowledgeable(Tervalon,M.,andMurray-Garcia,J.,1998)

Teaming

Teamingincludes:

Ø workingwiththefamilytobuildasupportiveteamthatengagesfamily,cultural,

communityandTribalconnectionsasearlyaspossible

Ø facilitatingtheteamprocessandengagingtheteaminplanninganddecision-making

withandinsupportofthechild,youth,youngadult,andfamily;

Ø workingwiththeteamtoaddresstheevolvingneedsofthechild,youth,young

adult,andfamily;and

Ø workingcollaborativelywithcommunitypartnerstocreatebetterwaysforchildren,

youth,youngadultsandfamiliestoaccessservices.

PreparingforJudicialReview

AnalyzingSource

Informationand

CasePlanProgress

Itisimportanttoprepareforjudicialreviewbyevaluatingandassessingallavailablesource

informationrelatedtothecase.Sourceinformationisanyinformationwehaveforacase

thatisfirsthand.Itmaybe:

Ø Reportsfromserviceprovidersorindividualsinvolvedwithacase.

Ø Interviewswiththechild,youth,youngadultand/orfamily

Ø Collateralreportssuchasinterviewswithcareprovidersandmembersofthe

supportnetwork

Ø Casemanagementtools/assessmenttoolssuchasSDMtools

Ø Socialworker’sobjectivenarrative

Ø Visitationreports

Whydowegatherthisinformation?

Ø Tohelpusassessachild’ssafetyandwell-being

Ø Tohelpusassessachild’sprogresstowardpermanency

Ø Tohelpusassessafamily’sprogresstowardthecaseobjectives

Ø Todetermineserviceeffectiveness,underlyingconcerns,andpossiblebarriers

Whendowegatherit?

Ø Weshouldbegatheringinformationaboutachildandfamilywe’reworkingwithas

apartofourregular,ongoingassessment.

Ø Everyfamilyorchildvisitandeverymeetingwithaserviceproviderisanopportunity

togatherinformation.

Ø Therearealsomandatedtimestopulltogethergatheredinformationinaformal

reportsuchaswhenit’stimeforajudicialreview.

Whatdowedowithallthisinformationwehavegathered?

Ø Wewanttoanalyzeittohelpgiveusthekeyinformationweneedtodeterminehow

thingsaregoingwithachildandfamilyinchildwelfare.

Ø Achild’sjourneyinchildwelfarerequiresthatateamofpeopleincludingthefamily

andsocialworkermakeongoingdecisionstoensurethatthecasereachesan


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appropriateresolution.Thesedecisionsneedtobeinformedbyassessment

information.

Childwelfarecasesarecomplicatedandsourceinformationmayconflict.Sometimeswe

don’tgetthedepthofinformationwemighthavewishedforwithcertainsources.Itisabout

lookingatthesuperficialquestionsthesourcematerialmightanswer—howmanyvisits,

timeliness,etc.Thisanalysisisaboutaskingquestions:thinkingaboutwhatwewantto

know,whatarewecuriousaboutandwhatkeypointsdowethinkthesourceinformation

canmake?

Differentsourceswillofferdifferenttypesofinformation.Wemightgetmoreabout

parent/childinteractionsfromthevisitationlogthanacollateralcontactreport.Wewantto

lookforinformationthatwillberelevantforourtaskathand—todeterminetheprogressa

familyismaking,andtoinformourdecisions.Wealsowanttowatchforandguardagainst

ourownbiasesinanalyzingsourceinformation.Andwewanttomakesurewearemindful

oftheMinimumLevelofSufficientCare(MLSC)criteriawhenweanalyzesourceinformation.

Questionstoconsiderfromeachtypeofinformation:

SDMtools

p Whatarethefamily’supdatedstrengthsandneeds?

p Havetheychanged?

p Hastheriskbeenreduced?

p Basedonthecurrentcircumstances,whatdoestheReunificationReassessment

recommend?

Familyinterviews

p Whataretheperspectivesofeachfamilymember?

p Whatdofamilymembersseegoingwell;whataretheirworries?

p Howdothesedifferentperspectivesfittogether,particularlythemother’sand

father’s?

p Istheirsafetynetworkhelpingtoincreasesafetyforthefamily?Aretheyusingtheir

safetynetwork?When?Hasthischanged?

Visitationlog

p Aretheparentsattendingvisitsconsistently?

p Whatisthequalityofthevisits?

p Aretheparentsabletodemonstratepositivebehaviorchangeandeffective

parentingskillsinvisits?

p Howdidtheparentsrespondtochallengingtimesanddifficultbehaviorsduring

visits?

p Howdoeseachchildrespondtothevisits?

p Isthereapatterntowhenthingsgowell?Poorly?

Collateralreports/Deliveredserviceslog(aunt’sconcerns)

p Aretheparentsattendingtheirservices?Arethereconcerns?Arethey

demonstratingnewskillslearnedinclasses?

p Dotheparentsseemtobeengagedinservices?


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MulticulturalGuidelinesforCommunicatingAcrossDifferences9

9

AdaptedfromtheMulticulturalToolcreatedbyVISIONS,Inc.—addedinfobyAmyCipolla-Stickles.VISIONS,Inc.isanonprofittrainingand

consultingenterpriseprovidingavarietyofservicesthatsupportorganizations,communities,andindividualsastheycontinuetoclarifytheir

diversity-relatedgoalsandengageinadynamicprocessofmulticulturaldevelopment.VISIONS,Inc.wasestablishedin1984asanonprofit,

educationalorganization.Todayitisa501(c)(3)entitywithofficesinRoxbury,MassachusettsandRockyMount,NorthCarolinaandissupportedby

ateamofconsultantsaroundtheUnitedStatesandabroad.www.visions-inc.org

•Tryoneachother’sideas,feelings,andwaysofdoingthingsforthepurposeofgreaterunderstanding.Keepwhatyoulikeandletgooftherestattheendofeach

interaction,discussion,session.

Trythingson

•It'sokaytodisagreeandNOTokaytoblame,shame,orattackourselvesorothersbecause ofourdifferences.Oneofthenecessaryingredientsfordifferencestobeexpressedandvaluedisthatpeopleletgooftheneedtobe,think,oractthesame.

It'sOKtodisagree

•Beginbytalkingaboutyourownexperience.Itishelpfultomake“I”statements

whenspeakingaboutyourexperience,ratherthansaying“you”,“we,”or

“someone.”Whenyouintendtorefertoothers,bespecificaboutthembynameor

group.Thisinvitesandcreatesspaceformultipleperspectivestobeshared

especiallywhentheyaredifferentthanyours.

"I"statementswork!

•Beawarethatyourgoodintentionsmayhaveanegativeimpact,especiallyacrossracial,gender,orotherculturaldifferences.Beopentohearingtheimpactofyour

statement.

Intentandimpactmatter

•Lookforwaystofitideastogetherandnotsetupan“either/or”processoracompetitionbetweenideas.Lookfortheexistenceofmanytruthsfromthe

perspectivesofthemanyculturalbackgroundsinvolvedorthatyouareserving.

Thinkboth/and

•Noticebothprocessandcontentduringworksessions.Contentiswhatwesay,whileprocessishowandwhywesayordosomethingandhowthegroupreacts.

Noticewhoisactiveandwhoisnot,whoisinterestedandwhoisnot,andaskabout

it.

ProcessandContent

•Confidentialitywithregardtopersonalsharingisimportant.Allowotherstotelltheir

ownstories.Askfirsttoseeifanindividualwantstofollowupontheinitial

conversation.Donotuseanyinformationsharednegativelytowardaprogress

reportoragainstasupervisor.

Confidentiality

•Learningfromuncomfortablemomentsisanimportantpartofthisprocess,sopay

attentiontoyourfeelings.

It'sOKtobeuncomfortable


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CaliforniaChildWelfareCorePracticeModelPracticeBehaviors

Ø Listenanddemonstratethatyoucare

Ø Demonstratethatyouareinterestedinhelpingservicerecipientsreach

theirgoals

Ø Identifyandengageotherswhoareimportanttothefamilies/youthyou

areworkingwith

Ø Engageinitialandongoingsafetyandriskassessment

Ø Fromthebeginning,workwithfamilytobuildsupportiveteamsthat

includefamily,tribal,culturalandcommunityconnections

Ø Learnfromafamilyhowtoworkwiththemfromaculturallysensitive

place

Ø Workwithteamasthefamilies/youthneedsevolve

Ø Workcollaborativelywithcommunitypartnerstocreatebetterservice

deliveryandaccessibility

Ø Workwithfamilyonthosethingsthatcausedthechild/childrentobe

unsafe

Ø Workwiththefamily/youth/teamtoprepareforchangesaheadoftime


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Polk/HernandezVignette

POLK/HERNANDEZVIGNETTE–Historyuptotoday

YouwillhavefirstbeenintroducedtothisvignetteintheCommonCore3.0DeepeningAssessmentSkills,AssessmentBlock200LevelCurriculum,andagainintheCommonCore3.0CasePlanning&ServiceDelivery200LevelCurriculum.Forthemostpartthevignetteisthesame,buttherearesomedifferences.Themajorchangeisthatthevignetteshiftsfromsuccessfulreunification,toaremovalandachangefromthepermanencyplanofreunificationtotheconcurrentplan.

Information

category

SummaryofPolk/HernandezFamilyInformation

Overviewofthefamilyandtheirsupportnetwork(currenttime)

GloriaHernandez–age33–Mother,Hispanic�

WilliamPolk–age35–Father,AfricanAmerican�

SamanthaPolk–age15–Daughter,AfricanAmerican/Hispanic

WilliamPolk,Jr.–age8–Son,AfricanAmerican/Hispanic

AmaliaPolk–age2–Daughter,AfricanAmerican/Hispanic

SupportNetwork&Ecomap:

§ Family is very connected toMr. Polk’s side of the family, having several aunts, an

uncle,andthepaternalgrandmotherlivingcloseby.

§ NoNativeAmericanheritage

§ Familyconnectedtochurchandpastor

§ Ms.Lacey,Amalia’sdaycareprovider

§ NeighborsTaylorandMs.Powell

§ AASponsorSteve,Gary

§ ParkerElementary,Juanfriend

§ Church,PastorJohnDunbar,Ms.Lakota

Initialreferral TheChildAbuseHotlinereceivedareportthatAmaliahadsuspiciousbruisesonherbuttocks

andbackatdaycaretoday.Thedaycareprovider,MichelleLacey,reportedthatAmalia

seemedfussierthanusualtoday.WhentheychangedAmalia’sdiaper,theynoticedthatshe

hadbruisingonherbackandbuttocks.Theydidnotnoticeanybruisesyesterday.The

daycareprovideraskedthemother,GloriaHernandez,aboutthebruisesandshecouldnot

explainhowtheyhappened.ThedaycareproviderwasconcernedthatAmaliamayhavebeen

physicallyabused.

§ SDMHotlineToolcompleted

§ Screeningcriteria:PhysicalAbuse–Non-accidentalorsuspiciousinjury(Otherinjury)§ Responsepriority:24hourresponse

CWSHistory ThreepriorreferralsandonepriorcasefromwhenSamanthawaslittle�

§ TwoforgeneralneglectandonewassubstantiatedforphysicalabuseofSamantha�§ Ms.Hernandezwasabusingprescriptiondrugs;Mr.Polkwasdrinkingalcoholto

excess�

§ Familyhadtwointimatepartnerviolenceincidentsthatwerereportedand

allegationsthatSamanthawasnotbeingsupervisedorfed�§ Duringoneoftheintimatepartnerviolenceincidents,whenSamanthawastwoyears


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old,Ms.HernandezwasholdingSamanthaandMr.PolkstruckSamanthaintheface

whilehewasswingingatMs.Hernandez.Samanthawasremovedfromtheircustody.

�§ Bothparentscompletedtheirsubstanceabusetreatmentandintimatepartner

violencetreatmentandreunifiedwithSamanthaafter9months.�

§ Sincethattimethefamilyhasnothadanyadditionalreferrals.

CriminalHistory § Mr.PolkhasonearrestforaDUIwhenhewas20andanotherarrestforBatteryfor

theincidentinwhichSamanthawashit.Mr.Polkserved3daysinjailandthenwas

releasedonprobation.�

§ Ms.Hernandezdoesnothaveanycriminalhistory.�

Background TheinitialSDMSafetyAssessmentdeterminedthatthechildrenwereSafewithaPlan(Useoffamily,neighbors,orotherindividualsinthecommunityassafetyresources,Havetheallegedperpetratorleavethehome,eithervoluntarilyorinresponsetolegalaction).Afterthesafetyassessmentwascompletedandconsultationheldwiththesupervisor,itwasdeterminedthat

asafetyplanwouldbeneeded.

ASafetyPlanningMeetingwasheldwiththefamily,whereitwasdeterminedthatMr.Polk

wouldremovehimselffromthehomewiththeMs.Hernandezandthechildren,andlivewith

hisAuntLeann.HealsoagreedthathewouldnotbealonewithAmaliaduringthistime.Ms.

HernandezagreedtocallonAuntLeannorMs.PowelltowatchWillyandAmaliaifshehadto

beatwork.AuntLeannandPastorJohnagreedtosuperviseanycontactsorfamilytime

betweenMr.PolkandAmalia.

Twoweeksafterthesafetyplanwasinitiated,Ms.Hernandezneededtogotoworkbutcould

notreachMs.Powell,PastorJohn,oranyoneelsetowatchAmaliaandWilly.Shethencalled

Mr.Polk,whoagreedtocomeandwatchthechildren.Ms.HernandezsmelledbeeronMr.

Polk,buthadtoleaveforwork.WhileMs.Hernandezwasgone,Amaliawasnotlisteningto

Mr.Polk.WillystatedthatMr.PolkthentookoffhisbeltandstartedtohitAmalia.Samantha

camehomefromherschooleventandwalkedinwhenMr.PolkwashittingAmalia.

SamanthatriedtointerveneandthenMr.Polkhitheronthefacewiththebelt.Samantha

calledPastorJohn,whocameovertothehousetobewiththechildrenuntilMs.Hernandez

camehome.Mr.Polkleftthehouse.PastorJohncalledthesocialworkertoinformCWSof

therecurrenceofmaltreatment.

TheupdatedSDMSafetyAssessmentdeterminedthatthechildrenwereUnsafe(Childplacedinprotectivecapacitybecauseinterventions1-10donotadequatelyensurethechild’ssafety).Inaddition,theSDMRiskAssessmentRiskLevelwasVeryHighRisk.,andthiswaspromoted

toacase.Thechildrenwerere-detainedandstayedwithPastorJohnandhiswifeforafew

dayswhileAuntLeannwasassessedasanalternativeplacement.Atthe

Jurisdictional/Dispositionalhearing,1)Reunificationserviceswereofferedtobothparents

and2)ThesocialworkerrecommendedplacementofthechildrenwithAuntLeann(which

subsequentlyoccurred,untilthe6monthreviewhearing).

AftercompletingtheReunificationReassessment,assessingthecurrentprogress,strengths,

andneedsofthefamily–andconsultingwiththesocialworker’ssupervisor–atthe6month

reviewhearing,thesocialworkerrecommendedthechildrenbereturnedtoMs.Hernandez

andthatMs.HernandezbepermittedtosupervisevisitswithMr.Polk.Thecourtauthorized

1)thechildrentoreturntothehomeofMs.Hernandez,2)unsupervisedvisitswiththe


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father,and3)contingentuponsuccessfullyvisitswiththefather,authorizationforthefather

toreturntothehome.

AnotherFamilyTeamMeetingwasbeingheldtodiscussthesafetyplanbeforereturningthe

childrenhometoMs.Hernandez,todevelopavisitationplanforthefather,andensurethere

wasatransitionplantosupportthesafety,permanency,andwell-beingofthechildren.

WhereWeAreNow:

After9monthspost-detention,asecondreunificationreassessmentwascompletedandMr.

Polkwasallowedtomovebackintothehomeaftersuccessfulunsupervisedvisitswiththe

children.

Withinamonthofreturningtothehome,Mr.Polkrelapsedandstartedtodrinkagain.

Ø Ms.HernandezwasawarethatMr.Polkwasdrinkingandhisangerwasoutof

control.

Ø Whilethemotherwasatwork,Mr.PolkhadbeendrinkingandspankedAmaliawith

abelt.WillytriedtointerveneandMr.PolkhitWillyseveraltimeswiththebeltonhis

armsandface.

Ø ThechildrenwereremovedfromMs.HernandezandMr.Polkwitha387Petition.

ThechildrenwerereturnedtothehomeofresourceparentAuntLeann

Ø UpdatedSDMSafetyAssessment

o ChildVulnerabilities:age0-5o Safetythreats:physicalabuse,lackofsupervisionandpriorhistoryo Complicatingfactors:Dad’ssubstanceuseo SupportingStrengths:Caregiverproblemsolving,Caregiversupportnetwork,

Childproblemsolving,Childsupportnetworko ProtectiveActions:Caregiverproblemsolving,Caregiversupportnetworko Safety Decision: Unsafe (Child placed in protective custody because

interventions1-10donotadequatelyensurethechild’ssafety)

Ø SDMRiskAssessment

o Risklevel:VeryHighRisko Recommendeddecision:Promotetoacase

Ø SDMReunificationReassessment

o RiskLevel:VeryHigho SafetyAssessment:Unsafeo Recommendation: Terminate family reunification services; implement

permanentalternative

Ø Recommendations:

AftercompletingtheReunificationReassessment,assessingthecurrentprogress,

strengths,andneedsofthefamily–andconsultingwiththesocialworker’s

supervisor,thedepartmentrecommendedthatfamilyreunificationservicesbe

terminatedandthechildrenremaininaplanofpermanencywithresourceparent

AuntLeann.

Ø AttheJurisdiction/DispositionHearing,serviceswerenotofferedtoeitherparent,

andthecourtorderedthatthesocialworkerexplorepermanencywiththefamily.


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PermanencyPlanning/Caseplanupdate

Socialworkertasksfollowingthe387petitionhearingandsubsequentJuris/Dispohearing:

Engageinteamingactivities(whichmayincludeaFamilyTeamMeetingand/orconversations

withthefamilyandtheirsupportnetwork)withthefollowinggoals:

Ø Assessthecurrentcircumstancesofthefamilyandsupportnetwork

Ø DeterminethecurrentneedsofthechildrenbasedonanupdatedSDMFamily

StrengthsandNeedsAssessment

Ø HoldaFamilyTeamMeetingwiththefollowingpurpose/goals:

o Prepareanupdatedcaseplanforthechildrenwiththegoalofapermanent

planwithresourceparentAuntLeann

o Developavisitationplanwiththeparentsinordertomaintainimportant

familialandcommunityconnectionsforthechildrenwhileensuringtheir

physicalandemotionalwellbeing.

o Ensurethereisatransitionplanthatwillreducetraumatosupportthe

safety,permanencyandwell-beingofthechildren.

Membersoftheteam/supportnetwork:

Bill(socialworker),Mary(supervisor),Ms.Hernandez(mom),Mr.Polk(dad),Samantha

(daughter),Willy(son),Ms.Lacey,AuntLeann,GrandmaBeverly,UncleSal,CoachRebecca,

Mr.Hopkins,Ms.Lakota,Ms.Powell,PastorJohn.

Perspectiveofeachteammember:Bill(socialworker):Youarethefamilyreunificationworker;youhaveanestablished

relationshipwiththefamilyandwillcontinuetosupporttheminthistransition.Youknow

thatthefamilymembersarealldistraughtoverwhathashappened.Youarealsofeeling

overwhelmed,questioningyourdecisionmaking,anddealingwithyourownreactionstothe

familynotbeingabletosuccessfullyreunify.Youhaveconsultedwithyoursupervisorahead

oftimeandfeelpreparedtofacilitatetheFamilyTeamMeeting.Thepurposeofthemeeting

istodevelopavisitationplanfortheparentsandtoassessanddiscusstheneedtoadaptthe

children'scaseplangoalsandobjectivesbasedontheSDMStrengthsandNeedsToolandthe

EcomapyoudevelopedwithWillyandSamantha.

Youhaveseveralquestionsforthefamilyandtheirnetwork,suchas:

1. What support systemdoes the family have in place andhowwill they support the

familytoensurethechildren’ssafety?

2. Howcanwecontinuetohonoryouasparentsaswemoveforwardinrecommending

thechildrenbeplacedpermanentlywithAuntLeann?

3. Howcantheteambestsupportthechildreninthistransition?

Mary(socialworksupervisor):YouarethesupervisorofBill,thefamilyreunificationworker.

Bill has shared many details with you about this family and he uses a strengths based

approachwiththefamiliesheworkswith.YouhaveapositiveworkingrelationshipwithBill

and trust his judgments. You both discussed his own personal reactions to this change in

directioninthecaseandhisdisappointmentinthefatherforonceagainabusingthechildren

inthisway.

Ms.Hernandez(mother):ThemotherofSamantha,Willy,andAmalia,youareahardworker

andalovingmother,butyouhavepastsubstanceabuseissuesandyouhavehadissuesinthe


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pastprotectingAmaliafromherfatherwhenhebecameangrywithAmaliafornotlistening.

YoudidwellinservicesandwerehappytoseeWilliam,thefather,openuptolookingathis

angryanddangerousreactionstothechildren,especiallyAmalia,whoisverystrongwilled,

whenhedrinks.YouknewthatWilliamhadstarteddrinkingbeeragainandthathewas

beginningtoyellatthechildrenmore.Youwantedtoaskforhelpfromyoursocialworker,

Bill,asyoubelievehesupportsyourfamily,butyoudidn’twanttomakethesituationworse

forWilliam.YouwerehopingyoucouldtalktohimandtoUncleSalandthathewouldget

backontrack.Hehadbeendoingsowell.YouappreciatedAuntLeannforcaringforyour

childrenbutyouknowthattheyneedyounowmorethanever.

Mr.Polk(father):ThefatherofSamantha,Willy,andAmalia,youworkseveraloddjobssuch

asautorepairwithyouruncleandadriverforUber.Youweredoingwellduringfamily

reunification,parentclassandsubstanceabusetreatment.Shortlyafterthecasewentto

FamilyMaintenanceyoubegandrinkingagain–onlyabeerortwoatfirst,butduringthelast

incidentyouhadbegundrinkingwhiskeyagain.Thestressofnotbeingabletoprovidefor

yourfamily,dealingwithconflictingfeelingsabouthowtoraiseyourchildren,andyour

strongbeliefthatkidsmustobeytheirparentsortheywon’tmakeitinsocietyledtothe

drinkingandincreaseddrinking.Youareangryaboutthefactthatthecountywantstotake

yourchildrenawaypermanently.YoufeelguiltyforyouroutofcontrolbehaviorwithWilly.

Samantha,age15–Youwishyoucouldbeathomewithyourparents,butifyoucan'tthen

AuntLeanniswhereyouwanttobe.Youarehappythatyouarestayinginthesameschool,

asCoachRebeccacontinuestobeamentor.Youaremadatyourmotherandfeelthatyour

motherisatfaultforallofthisbecauseifyourmotherhadstayedhomefromworklikeshe

agreedtononeofthiswouldhavehappened.Youarealsoupsetthatyouhavenotbeen

allowedtowatchyoursiblings.Youaretiredofhavingtomoveandhavebeguntowithdraw

morefromyourfriends.Youhavejustbeenfocusingondanceandstayinyourroommostof

thetimewhenyou'rehome.

Willy,age8–Youhaveabestfriend,Mitchell,wholivesnextdoortowhereyoulivedwith

yourparents.Youplaybaseballtogether,andMitchell’sdad,Jimisthecoach,whoyouhave

becomeverycloseto.YouhavespentthenightatMitchell'shomeonseveraloccasions.You

likespendingtimewithMitchellandhisfamilyandyouareworriedthatsinceyourAunt

Leannlivesontheothersideoftownyouwillnotseethemanymore.Youlovelivingwith

yourAuntLeannandyouarehappythatyouaregoingbacktoyouroldschool.Youmissyour

dadandmomalot,butseethemsometimes.Youthinkthatifyouhadnotgottenhitwiththe

beltnoonewouldhaveeverknownandyouwouldstillbelivingwithyourparents.Youfeels

guiltyforyourfamilynotbeingtogether,butyouarehappyyouhelpedAmalia.Youarealso

feelingangryandhavegottenintotroubleatschoolforfighting.Youarerefusingtoseeyour

fatheratthistime.

AuntLeann(paternalauntandresourceparent)–YouareWilliamPolk'ssister.Following

theoriginalJuris/Dispohearing,WillyandAmaliawereplacedwithyou.Youaremorethan

willingtohavethekidswithyouandwillprovidepermanencyforthemifthatiswhatyou

havetodotokeepthemfrombeinginthe“system.”Youareangrywithyourbrotherand

can’tbelievehedidthesamethingagainknowingwhatwouldhappen.Yousupportthe

children'smotherGloriaandwouldliketoseethekidsbeabletobewithher,butyouthink

GlorianeedssometimetodecideifsheiswillingtoleaveWilliam.Mostimportantly,youwill

dowhateverthedepartmentwantsyoutodotokeepthekidssafeandwithfamily.


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Ms.Lacey(daycareprovider)–AmaliaandWilliam'sdaycareprovider,youcancontinueto

providedailychildcareforAmaliauntil5:30pmandforWillyafterschooluntil5:30pm,

MondaythroughFriday.Youhaveseenalotofstrengthsinthechildrenandareinvestedin

theirwell-beingbecauseyouhavebeenapartoftheirlifeforquitesometime.

UncleSal(paternaluncle)–AsthebrotherofWilliamPolk,youhavebeenhisprimary

support.Williamreallylooksuptoyoueventhoughyou'rehisyoungerbrother.Youhave

beeninrecoveryforeightyears.Althoughyou'redevastatedbythechildrenbeingremoved

againandaboutWilliam'srelapse,youbelievestronglythatfamiliesneedtostaytogether

andknowthatWilliamcancontinuetoimprove.Youdosupportthechildrenbeingtakenout

ofthehomeandplacedwithyoursisterLeann,butyoudon'tthinktheyshouldbeadopted.

Ms.Lakota–AchurchfriendofMs.Hernandez,youareveryproudofMs.Hernandez.You

swaprecipeswithMs.Hernandezandhavelearnedtogethertomakedeliciouspupusas.You

usedtobeadrugandalcoholcounselorandareopentohelpingthecommunity.Youdonot

believeinphysicaldisciplineanddonotsupportMr.Polk.YoubelieveMs.Hernandezneeds

toleavehimandyouarewillingtosupporther.

Mr.Hopkins(Educationalliaisonattheschooldistrict)–Theeducationalliaisonforthe

schooldistrict,youhavebeenworkingwiththesocialworkerduringthelifeofthiscase.The

childrenhavealreadychangedschoolsonceandyouareconcernedabouttheirongoing

educationalneeds.Willyhasbeenactingoutatschoolrecentlyandgotinafightlastweek.

Youwanttobesurethekidscanstayintheircurrentschoolsandyoucanoffer

transportationassistance.

Rebecca(Samantha’sdancecoach)–YouwillworkwiththeschooltohelpSamanthato

continuetogetascholarshipfordancing.YouthinkSamanthaisgoodenoughtoattendState

trialsthisyearandperhapsgetascholarshipforJuilliard.AsaretiredOlympian,yousee

promisingtalentinyourstudent.

Beverly(paternalgrandmother)–YouwantyoursonWilliamPolktocomebackandlivewith

you.YouaredisappointedinwhathappenedbutalsoveryworriedaboutWilliam'semotional

well-being;hemaygiveuponeverythingnowthatthekidshavebeentakenawayagain.You

agreethatLeannshouldhavethechildrenbecauseyouaren'tsureGloriacanhandlethem

alone.YoubelievepartoftheproblemisthatWilliamfelttheneedtooverdisciplinebecause

Gloriawastoolenientwiththekids.Youarethepillarofyourfamily.Everyonecomestoyou

foradvice,butyouarenotpushyandtendtoletpeoplemakemistakesratherthanforce

youragenda.However,youareveryworriedaboutyourgrandkids,yoursonandalsoGloria.

Youunderstandtheimpactoftraumabecauseyouhavelivedthroughitwithyourown

children.Youdon’twanttoseeyourgrandchildrenrepeatthecycleofabuseandalcoholism

youhaveseenwithyourownhusbandandsonWilliam.

Ms.Powell–YouhavealwaysbeenclosewithSamanthaandarewillingtohelpwithallthree

kidsandwouldliketomaintainarelationshipwiththem.

PastorJohn–Youareverybusywithalargecongregation,butyouhaveasupportgroupthat

iscommittedtothemother,Ms.Hernandez.Asaresult,Ms.Hernandezhasalargercircleof

supportthatiswillingtohelpherwheneversheneedsit.Youarewillingtohelpasyoucan.

CaliforniaCommonCoreCurriculum|ManagingChangeKnowledgeandSkillsReinforcementLab|v3.2_December31,2017|TraineeGuide

23

HelpfulTypesofQuestionsforFindingSolutions10

Typeofquestion

Whyit’shelpful Examples Tips

Openendedquestions

Allowthewidestrangeofresponses.Answers

typicallyreveala

person’sframeof

reference,andhowthey

thinkabouttheirlifeand

situation.

• Canyoutellmealittleaboutyourchildren(yourrelationshipwithyourhusband,etc.)?

• Whatareyoumostproudofaboutyourchildren(yourparenting,yourself,etc.)?

• Canyousayalittlebitmoreaboutthat?Ididn’tquiteunderstand.

Who,what,when,whereandhowquestions

Providesstructureand

setsupparametersfor

theinformationyou

need.

• Whathappenedwhenyoudecidednottodrink?

• Whenyoudecidetocountto10,whatwillyoudodifferently?

• Howdoyougetyourselfoutofdifficultsituations?Whathelpsthemost?

• Howwillyoumakesureyourchildrenaresafeinthefuture?

• Avoid“why”questionsbecause,withinachildprotectioncontext,theytendtomakepeople

defensive(i.e.,“whydidyoumakethat

decision?”).Use“howcome”insteadof“why”.

• Whentalkingaboutfuturechanges,alwaysask

WHENratherthanIF,becauseitimpliestrustthat

changewilloccur,andit’sjustamatteroftime.

Copingquestions

Conveysunderstanding

ofthedifficultiess/heis

experiencingwhile

recognizinghis/her

strengthsandresources.

• Howareyoudoingaswellasyouarewithallthethingsgoingoninyourlife?

• Havingfourchildrenmustbestressful.Howdoyoukeepgoingdayafterday?Whathelps?

• Consideringhowlongyou’vebeendrinkingandhowtoughtheweekhasbeen,itmusthavebeenchallengingtostaysoberforthewholeweek.Howdidyoudoit?

• Think“Howdoyoudoit?”and“Howcomeit’s

notworse?”

10FromBerk,I.K.,andKelly,S.(2000).BuildingSolutionsinChildProtectiveServices.NewYork:W.W.Norton&Company.


24

Relation-shipquestions

Encouragethinkingabout

howotherswould

describethemortheir

behavior.Heightena

person’sawarenessof

howtheirbehaviors

impactpeopleimportant

tothem.

• Whatdoyouthinkyourchildrenwouldsaytheylikebestaboutwhenyouaresober?

• Whatdoyouthinkyoursonwouldsayhefeltwhenhesawyourhittinghismother?

• Whatwouldyourdaughtersaythatittookyoutogetoutofbedthismorning?

• Especiallyhelpfulwithindividualswhosebehaviorsaremoreharmfultoothersthanto

themselves(i.e.,verballyandphysicallyabusive

parents,peoplewhoclaimtohavenocontrol

overtheirbehavior,etc.).

• Thethirdexampleisatypeofrelationship

questionthatcanbeparticularlyhelpfulwhen

peopleexpressthattheyfeelunabletomake

evenasmallchange(duetodepression,

hopelessness,etc.).Exception-seekingquestions

Helpapersonslowdown

andconsidermoments

whentheymadeachoice

notto(hittheirchild,or

takeadrink).

• Tellmeabouttimeswhenyourwifedidn’thavedinneronthetablewhenyoucamehome,butyoudidn’tendupgivingherablackeye.Howdidyoudecidetoresponddifferently?

• You’vetoldmethatyouhityourdaughterbecauseshewouldn’tstopcrying.Havetherebeentimeswhenshe’scriedalotandannoyedyou,butyoudidn’thither?Canyoutellmeaboutthat?

• Answersmayseeminsignificanttoyouorthe

otherperson,buttheyprovideaplacefrom

whichtobuildmoresafety.• Ifthepersoncan’tseemtoansweryour

exceptionseekingquestion,ask“Whatwould

your(wife,husband,child,bestfriend)sayabout

howyoumanagedtowalkawayratherthan

strikingout?”Scalingquestions

Gaugeconfidence,

hopefulness,safety,

willingnesstotake

action,andmanyother

topicsthataredifficultto

describewithwords.

• Onascalefrom1to10,where10standsfor“completelyconfidentorcertain”,and0standsfor“notsureatall,”wherewouldyouputyourselfinbeingabletofollowthroughonthesafetyplanwejustdeveloped?

• Onascalefrom1to10,where10is“I’mdefinitelygoingtogotothebattererinterventionprogram”and1is“I’mnotatallsureI’mgoingtogo”wherewouldyouputyourself?Why?Howcouldyoubemorecertainthatthisiswhatyou’regoingtodo?Whatwillittaketomoveyouuponenotch?

• Scalingquestionsarehelpfulfor“takingthepulse”ofagroupofpeopleaboutthelevelof

safetyofchildrentheyperceive.Goaroundthe

roomandaskeachpersonwheretheyareonthe

scalefrom“Perfectlysafe,noworries”to“Ithink

thischildisinrealdanger”.Thenaskwhatpeople

wouldneedtoseetomoveonestepcloser

together.

• “Clients”tendtogivethemselveshigherratings

than“professionals”do.Askpeople(clientsand

professionals)toprovidetheirthinkingor

reasoningforthenumbertheygave.


25

MiracleorHoped-forFuturequestion

Helpspeoplegenerate

descriptionsoftheir

dreams,visions,and

aspirationsfortheirlives,

whichthenbecomepart

oftheinterventiongoals.

Mosteffectivewaytoask:

• You’llbegoinghomelatertodothethingsyouneedtodo,likemakingdinner,puttingthekidstobed,andsoon.Imaginethatwhenallofyourfamilymembersaresleepingtonightandthehouseisquiet,inthemiddleofthenightamiraclehappens.Themiracleisthatalloftheproblemsyouhavewithyourchildren(orthatotherpeoplethinkyouhave)aresolved.Becausethishappenswhileyouaresleeping,nooneknowsthattheproblemshavebeensolved.So,whenyouarejustwakingup,whatdifferenceswillyounoticethatmakeyouwonderiftherewasamiracleovernight?Whatwillitlooklike?

• Maybedifficultforpeopletorespondtoinitially.

Havepatience.

• Ifthepersonrespondsinawaythatisblamingof

someoneelse,useothertypesofquestionsto

generateself-reflection.(i.e.,"Mysonwouldbe

calmandlikeadifferentkid,"wouldmerita

follow-upsuchas,“Okay,sohe’llbecalm.Whatdoyousupposehewouldsayabouthowyouwillbedifferenttomorrowmorning?”)

Howisthathelpful?Howhelpfulisthat?Howwelldoesthatwork?

Impliesthattheperson

mustbetryingtohelp

him/herself.Also

interruptstheir

expectationthattheywill

onceagainbetoldthat

whattheyaredoingis

wrong.

• Sohowisyourdrinkinghelpfultoyouinyourlife?• Howwelldoeshittingyoursonworktogethimto

stophisannoyingbehaviors?

• Howhelpfulisittoyourgoalofreducingyourfinancialstressforyoutoprohibityourwifefromworkingatapaidjob?

Howdoyouknowhe/shecandothis?

Engagesapersonina

differentwayofthinking,

sointerruptspatternsof

thoughtthatmayhave

contributedtothe

problem.

• Youknowyoursonwellenoughtobelievethathecanlearntoberespectfulandstoptellingyouthathehatesyou.Whatdoyouknowabouthimthatmakesyoubelievehecandothis?

• Especiallyhelpfulwhenaparenthasunrealisticexpectationsofachild.

• Allowsopportunityforvalidationofpriorefforts,explorationofhowwellthoseeffortshave

worked,andplanningnewstrategiesfor

encouragingdesiredbehaviors.


26

Whatelse?

Encouragesaperson’s

participationin

developmentof

solutions,andenhances

self-esteem.Helps

personidentifytheirown

strengthsandresources.

• Whatelsedidyoudototrytokeephimawayfromyou?Howwelldidthatwork?Whatelse?

• Whatelsedoyouneedtodotomakesurethatyoucanstaysoberforthenextweek?

• Howelsewillyoumakesureyoucan“holdyourtongue”sothatyourdaughterwillfeelsafewithyou?

• Askthisfrequentlyandpersistentlytouncoverafullpictureofwhatapersonhasalreadydoneor

triedtoimprovethesituation.

Thenwhatdidyoudo?Whathappenednext?Howdoesthatusuallygo?

Helpsfocusonbehaviors

anddecisions(and

patternsinsomecases)

ratherthanthinkingin

generalities.

• Soyousaidyourhusbandcamehomedrunkandyougotangry.Whatdidyousaytohim?Whatdidhesaytoyou?

• Yousaidyoursonwentintohisroomandblastedhismusicafteryoutoldhimtodohishomework.Whatdidyoudoafterhewentintohisroom?Thenwhat?

• Useopportunitiesthatariseinthedescriptionofwhathappenedtoaskquestionssuchas“What

doyouthinkyoursonwouldsayhewasfeelingat

thatpoint?”or“Howdoyouthinkyouryelling

thatyouweregoingtokillhersoundedtothe

children?”

Whathaveyouthoughtaboutdoing?

Empowersapersonto

generatetheirown

solutions,evenifthey

havenottakenaction.

• SoIhearthatyouwantyourrelationshipwithyourwifetobebetter.Whathaveyouthoughtaboutdoingtomakethathappen?

• Iknowyousaidthatyoucan’tstopyourselffromhittingyourchildwhenyou’reangry.Whatelsehaveyouthoughtaboutdoing?

• AvoidtellingpeoplewhatYOUthinktheyshould/coulddo,becausetheyarefarmore

inclinedtodothethingsthatTHEYcomeupwith

themselves.

• Askfrequently.

Suppose...?

Helpsapersonnotfeel

stuck,helpsthem

imagineadifferent

future.

• Supposeyoursonhadthebetterattitudethatyouwanthimtohave.Whatwouldchangebetweenthetwoofyou?

• Supposeyourmotherdoesn’tgiveyouthehelpyouneed.Whatelsecouldyoudotogetthatsupportsomewhere?


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StructuredDecisionMaking(SDM)andEcomapActivityWorksheet StructuredDecisionMaking(SDM)FamilyStrengthsandNeedsAssessmentToolforPolk/HernandezChildren

Category Willy,age8 Samantha,age15Race/Ethnicity TribalAffiliation

SexualOrientation Genderidentity/expression Religious/SpiritualAffiliation

Otherculturalidentity HouseholdContext

Child/youthdomains: Circle:a,b,c,ord Circle:a,b,c,ord

Emotional/behavioralhealth a,b,c,ord a,b,c,ord

Trauma a,b,c,ord a,b,c,ord

ChildDevelopment a,b,c,ord a,b,c,ord

Education a,b,c,ord a,b,c,ord

SocialRelationships a,b,c,ord a,b,c,ord

FamilyRelationships a,b,c,ord a,b,c,ord

PhysicalHealth/Disability a,b,c,ord a,b,c,ord

Alcohol/Drugs a,b,c,ord a,b,c,ord

Delinquency a,b,c,ord a,b,c,ord

RelationshipwithSubstituteCareProvider

a,b,c,ord a,b,c,ord

IndependentLiving(ifage15.5orolder)

N/A N/A–Justturned15

Preparationforadulthood(ifage15.5orolder)

N/A N/A

OtheridentifiedChild/Youth/YoungAdult

StrengthorNeed

a,b,c,ord a,b,c,ord

PriorityNeeds(d’s,thenc’s)

PriorityStrengths(a’s)


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Observer Notes (strength-based feedback):

What worked well: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Challenges: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Upgrades or next steps: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


29

Polk/HernandezEcomap


30

PreparingtheFamilyfortheFamilyTeamMeeting–PriortotheMeeting

PRIORTOTHEMEETING

Pre-planning

ReviewtheAgendafortheFamilyTeamMeeting:

Introductionsandidentifyingthesituation1. Introductions/Check-in2. Purposeofthismeeting3. Groupagreementsincludingconfidentiality

AssessingtheSituationandDevelopingIdeas4. Familystrengths/Whatisworking5. Familychallenges/Worries

ReachaDecision6. Actionplanning7. Nextsteps

Feedback/Closing8. Plus/Deltaandclosing

TheFamilyTeamMeetingAgendaHOLDSanymeetingprocess.

Workerpreparationwiththefamily

Preparethefamilyforthemeeting:

Providethefamilywithinformationinadvanceon

▪ thepurposeofthemeeting,▪ howlongitwilllast,▪ whotheywanttoinvitetothemeetingbasedontheinformationprovided,and▪ whatwillhappeniftheychoosenottoparticipate.

Howtodothis:

Providewritteninformationontheprocessandthepurposeinadvanceofthemeeting.

Ifsafetyisaconcern,planseparatemeetingsforfamilymembersandusecareinexplainingtheneedforseparatemeetings.

Pre-meetingsafetycheck-in(privately,witheachindividualfamilymember)byfacilitatororCPSstaffperson.Planinadvance.

Ask:

1)Aretherecourtordersthatprohibitcontactbetweenyouandanyoneelsehereforthemeeting?

2)Isthereanythingweneedtobeawareofrelatedtoyourpersonalsafetyinthemeeting?

Whydothis?

Itischildwelfare’sresponsibilitytoensurethemeetingwillbeheldsafely,withoutplacinganyoneatriskofharmasaresultoftheirfullparticipation.Inaddition,itpromotesopendiscussionofallissuesofconcernandincreasesthelikelihoodthatthedecisionorplanwillpromotesafetyandwell-being,andbesustainable.


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CompletetheStructuredDecisionMakingReunificationReassessmentwiththefamily

Turntopage144-149intheSDMManual

Ø RiskLevel:VeryHighØ SafetyAssessment:UnsafeØ Recommendation:Terminatefamily

reunificationservices;implementpermanentalternative

Whydothis?

Itisimportanttobetransparentwiththefamiliesandengagethemindecisionmakinginacollaborativeway.ThisincludescompletionofSDMtoolswiththefamilytohelpthemunderstandhowourdecisionsareguidedbyevidence-basedassessmenttools.

Addressgriefandlossissues

Reviewthestagesofgriefandlosswiththeparents.

Acknowledgetheirfeelingsandtrauma.

Kübler-Rossmodelofgrief(thefivestagesofgrief):

1. Denial:“Thiscan’tbehappening”2. Anger:“Whyisthishappeningtome?”3. Bargaining:“Iwilldoanythingtochange

this.”4. Depression:“What’sthepointofgoingon

afterthisloss?”5. Acceptance:“It’sgoingtobeokay.”

Source:ProvidedbyTherapistAid.com©2013

Developaplanforsupport:

Whoisinthesupportnetworkthatcanprovidesupporttothefamily?


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CaseConsultationGuidelines

Thefollowingcaseconsultationguidelines/suggestionsareadaptedfromthefieldactivityguideassociatedwiththeMonitoringandAdaptingBlock:“CollaborativeAssessment,PlanningandSupport:CasePlanUpdate”

Beforethemeeting/teamingactivityRole Guidelines

Supervisor

Ø Discusswiththesocialworkerwhatmaybeneededpriortothemeeting

tofeelprepared.Ø Utilizingascalingquestion,havethesocialworkerscaletheircomfort

levelandexperiencewithdevelopinga caseplanwithafamily. Somefollowupquestionsmayinclude:

o Whathasgottenyoutoa______?o Howhaveyoupreparedtofacilitateacaseplanupdate meeting

with the family?o Whatwoulditlookliketomoveuponesteponthescale?o Whatwouldthesocialworker beabletodemonstratethatshows

theyarepreparedtodevelopacaseplanupdatewith the family?Ø Discussthefamily’sprogresstowardmeetingthesafetygoal.Some

considerationsfordiscussion include,butarenotlimitedto:o Reviewapplicable SDMToolso Reviewthepreviouscaseplanandprogresstoward:

▪ Behaviorchanges▪ Addressing underlying needs& trauma▪ Activeefforts-ICWA;continued ICWA inquiryespecially

asadditional family& safetynetwork is identified▪ Reasonable efforts (incarcerated parents, due diligence

searches regarding placementandmoving towardpermanency; family finding,efforts to reunify siblings;lifeskilldevelopmentforILPeligibleyouth)

▪ RelativeorNREFMplacement (if applicable)o Legal timeframes/statutory timelines & recommendationso Updatesafetynetworks&theircommitmenttofamilysuccess

duringandafterCWS involvemento Reportsand information fromserviceprovidersand themembers

of thesafetynetwork regarding the familyand child’sprogresso Continued self-assessment of socialworker bias and

identification/implementation ofstrategiestoaddressbias

SocialWorker

Ø Reflectonpersonalbiasthatmay impactthedevelopmentofthecaseplanØ Discusswherethemeetingwilltakeplace:date/time/location(preferably

thefamily’shome)Ø Haveaconversationwiththefamilyandtheiridentifiedsafetynetwork

about:


33

o Whowill attend?o Whatcan theyexpect?o Whatareanyculturalconsiderationsthattheteamshoulddiscuss

orbeawareof?Ø Discussthefamily’sprogresstowardmeetingthesafetygoal.Some

considerationsfordiscussion include,butarenotlimitedto:o Reviewapplicable SDMToolso Reviewthepreviouscaseplanandprogresstoward:

▪ Behaviorchanges▪ Addressing underlying needs& trauma▪ Activeefforts-ICWA;continued ICWA inquiryespecially

asadditional family& safetynetwork is identified▪ Reasonable efforts (incarcerated parents, due diligence

searches regarding placementandmoving towardpermanency; family finding,efforts to reunify siblings;lifeskilldevelopmentforILPeligibleyouth)

▪ RelativeorNREFMplacement (ifapplicable)o Legal timeframes/statutory timelines & recommendationso Updatesafetynetworks&theircommitmenttofamilysuccess

duringandafterCWS involvemento Reportsand information fromserviceprovidersand themembers

of thesafetynetwork regarding the familyandchild’sprogresso Continued self-assessment of socialworker bias and

identification/implementation of strategiestoaddressbias

Duringthemeeting/teamingactivity Role Guidelines

Supervisor

Ø Observe the socialworker’suseofengagementskills, solution focused

questions,appreciativeinquiry, and strength-based languageØ Helptoensurethatthelanguageusedisfamilyfriendly,understandable

andculturallysensitive.Ø Helptoreframestatementsorclarify ifneeded.Ø Ensuretheupdatedcaseplanobjectivesandservicesarerelatedtothe

safetythreat(s)and reasonforthefamily’s involvementwithchildwelfareservices,witha focusonMSLC

Ø Observethesocialworker’sabilityto:o Engagethefamilyteamaroundthe initialcaseplan inthefollowing

areas:§ Whatwere theworries?§ Whatworkedwell?§ Whatarethenextsteps?§ Engage the family team indifficultconversationsaround

any/alldifferences in thefamilyandagencypointofviewonprogress

o Promote consensus buildingo Facilitatedialoguewhich considersalternative solutions o Explaincurrentlegaland/oragencystatusandtimelines o Elicitandhonorthefamily’svoiceandchoice


34

o Workwiththefamily teamtocreatecaseplanadjustmentswhichcould include:

§ S.M.A.R.Tobjectives§ Safetynetworkmembersand their roles including supporting

long term safety§ Services

o Manageconflictwhichmayariseo Mitigatepersonalbiasorotherconcernspreviously identifiedorhelp

toensurethosethingsdonot impactthefamily

SocialWorker

Ø Partnerwithfamily to identify safety/support networkØ Engagethefamilymembers(child,youth,parent/caregiver, tribe,safety

network) ina conversationabout the family’sprogress towardmeeting thesafetygoal:

o What’sworkingwell?o Whatare theyworriedabout?o Arethereanybarrierstomeetingthecaseplangoals?

Ø Reviewthefamily’sprogresstowardcaseplangoals,whichwouldinclude:o Behavior change forparents o Behaviorchangeforchildo Childsafetyo SDM toolsand risk re-assessmento Visitationo Permanency or concurrent plano Safety network

▪ Are they following through?▪ Anynewmembersordidapreviousmemberleave?▪ Are networkmembers’ commitments long-term or

temporary?o Progressandchallengeswith services,highlightingareasof

strengthandgrowth for the family▪ Whatstepshavebeentakenbytheparentstodemonstrate

actsofsafety?o Anythingthatshouldbeaddedorremovedfromthecaseplan?

Ø Checkwiththesafetynetworkabouttheirwillingness/confidence/capacitytocontinuebeing involvedinthesafetyplanning

Ø Duringthefacilitatedmeetingcontinuallycheckintoensurethereisconsensusand understandingabouttheplan.

Ø SetnewcaseplangoalswiththeteambasedonMSLCandthesafetygoalforthefamily.

Ø Discussthecurrentlegaland/oragencystatus.Reviewtheminuteorderwiththefamily.

Ø Utilizestrategiestodefuseconflictif/whenitarisesØ Ensurethevoiceandchoiceofthechild,parent/caregiver,familyand

tribeØ Allowtimeforquestionsthefamily/safetynetworkmayhaveØ Setupafollowupmeeting


35

Afterthemeeting/teamingactivity Role Guidelines

Supervisor

Ø Discussthemeetingwiththesocialworker.Somethingstoidentifyaspartofthereflectionon thepracticeinclude:

o Whatwastheprocessof identifyingnewsafetynetworkmembersormaking updates to the safetynetwork?

o Whataresomeof theengagementandassessmentstrategiesusedduring the meeting?

• Have socialworker self-evaluatewhatworked/whatneeded improvement andwhy

o Dothecaseplanupdatesreflectthecurrentunderlyingneedsand long-termgoals of the family?

Ø DiscusswhichSDMtoolswerecompletedandhowthisinformationwassharedwiththefamily andtheirsafetynetwork.

Ø Providefeedbackaboutwhatwentwellandsuggestionstoenhancepractice.

Ø Discussandreviewtheupdatedcaseplanwhichwasdeveloped Ø Discussandprovidefeedbackaboutthecontactnarrative

o Language/terminologyusedo Accuracy

Ø Identifynextsteps:newservice referrals,visitationschedule,additionalcontacts regardingsafety network, reports fromserviceprovidersandserviceproviders.

Ø Check in regardingwhennextcourt reportisdueandwhatisneeded.Ø Closethefeedbacklooptoensureallteammembersareawareof the

updatedcaseplan.

SocialWorker

Ø Reflectonsomeoftheskillsyouusedduringthecaseplanningmeeting:

o Provideanexampleofa strength-basedquestion(s)used in familymeeting.

o Provideanexampleofasolution-focusedquestionused in thefamilymeeting.

o Provideanexampleofstrategiesand languageusedtohelpthefamilybeengaged inthecaseplanupdate.

Ø Reflectonthemeetingandthinkabout:

o Whatworkedwell?o Whataresomepossibleupgrades?o Arethereanynextstepstosupportyourlearningandprofessional

development?


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SafetyPlanningTool–CaseConsultationwithSupervisor

AfterreadingthePolk/Hernandezvignetteuptothiscurrentpoint,jotdownthefamily’skeyissues,what’sworking

well,challengesandnextstepsinpreparationforcaseconsultationwithyoursupervisor.Youcanusethistoolto

guidetheconversationandtakeadditionalnotesduringyourconsultation.

Usethesecolumnstosortthestrengthswithinthefamilyandidentifywhichstrengthsaredirectly

impactingthechild(keepingthechildsafe)

Usethesecolumnstosortyourworriesandidentifywhichworriesaredirectlyimpactingthechild

(harmingthechild)

Whataresomethingsthatareworkingwellinthefamily?

ProtectiveCapacitiesthatarecurrentlykeepingthechildsafe?

Whatarethethingsthatworryyou?

Whichoftheseworrieshaveactuallyimpacted/harmedthechildasaresultofsomethingthecaregiverdidordidn’tdo?

Whatneedstohappennext,andbywho?

WhatdoesSDMsay?CulturalConsiderations?SupportNetwork?


37

Thefamilyteammeetingagendaprovidesaproblem-solving,solution-focusedapproachtodecisionmaking.Thesystemicproblem-solvingapproachenablesmeetingparticipantstofullyunderstandthesituationandexaminepossiblesolutionswhilehelpingtoensuredecisionsaremadewithouthasteand/orpersonalbias.

Thesixstagesofthemeetingandthetopicsdiscussedineacharelistedbelow:

Stage Description

Introductions

• Introductionofparticipants,rolesandrelationshiptochild/family/case• Groupagreementsformeeting• Teamingstandardsarepresented• Conceptofbuildingonstrengths• Rights,confidentialityandmandatedreportingreviewed• Purposeandgoalforthemeeting• Questionsbeforebeginning

Exploringstrengths/

what’sworking

• Historyofstrengths/supports/protection• Currentstrengths/actsofprotection• Family/youthvoice• Servicesinvolvedpresentlyandutilizedinthepast–Allexistingassessments,

caseplansandtreatmentplansareavailableanddiscussed• Community,culturalorsupportnetworkstrengthsandcapacity

Exploringchallenges/worries • Historyofdanger/riskandworries

• Currentdanger/riskandworries• Family/youthvoice• Challengeswithservicesorsupportsinplacerelatingtoallexistingassessments,

caseortreatmentplans• Community,culturalorsupportnetworkchallengesorgaps

Creatingnextsteps

• Brainstormingideastoaddressconcernandprovidesafetyandprotection• Ensureeveryoneparticipates• Reachadecision• Scalethedecision–ensureeveryonehasparticipated• ActionplandevelopedusingSMARTgoals

Closingandfeedback

• Everyoneknowswhowilldowhatbywhen• Askparticipants:Whatworkedwell?Whatisstillunclearorcouldgodifferently

nexttime?

FamilyTeamMeetingAgenda


38

SafetyPlanningTool–TeamingActivityNotes

Usethesecolumnstosortthestrengthswithinthefamilyandidentifywhichstrengthsaredirectly

impactingthechild(keepingthechildsafe)

Usethesecolumnstosortyourworriesandidentifywhichworriesaredirectlyimpactingthechild

(harmingthechild)

Whataresomethingsthatareworkingwellinthefamily?

ProtectiveCapacitiesthatarecurrentlykeepingthechildsafe?

Whatarethethingsthatworryyou?

Whichoftheseworrieshaveactuallyimpacted/harmedthechildasaresultofsomethingthecaregiverdidordidn’tdo?

Whatneedstohappennext,andbywho?

WhatdoesSDMsay?CulturalConsiderations?SupportNetwork?


39

FamilyTeamMeeting-ObservationWorksheet

Observers:Pleasejotdownthestrategiesandskillsyouobservedtoaddresseachaspectofthefamilyteammeeting:

OBSERVATIONWORKSHEET

Question TraineeNotesDidthemeetingincludeadiscussionaboutwhatthefamily,thesafetynetwork,andtheagencyseeasworkingwell(strengths)forthefamily?Ifyes,describehowthiswasdone?

Didthemeetingincludeadiscussionaboutwhatthefamily,thesafetynetwork,andtheagencyareworriedabout(concerns)?Ifyes,describehowthiswasdone?

DescribehowSDMtools(SafetyAssessment,RiskAssessment,FamilyStrengthsandNeedsAssessment,ReunificationReassessment)weretalkedaboutinthemeeting.

Describehowculturalhumility,traumainformedpracticeandrespectfuluseofauthoritywereutilizedbytheworkerinthemeeting.

Describehowthefamily’scircleofsupport/safetynetworkwasengagedinthecaseplanningprocess.

Describewhatitlookedlikewhentheyouth,parent,family,andothersinthemeetingappearedtobeengagedintheplanningprocess.

Whatchangesweremadetothecaseplangoal(s)andobjectives?HowdothechangestothecaseplanrelatetotheMSLCandthereasonforremoval?

Ifyouhadtoidentifya“rockstar”momentinthemeeting,whatwoulditbe?Whatdidthepersondotomakeita“rockstar”moment?(A“rockstar”momentissomethingthatwentreallywell.Inthiscase,wewouldlikeyoutoidentifysomethingthatsomeoneinthemeetingdidwhichdemonstratedbestpractice.)

Ifyouhadtoidentifyanopportunityforan“upgrade”duringthemeeting,whatwoulditbe?Whataresomeofyourthoughtsaboutwhatcouldhavebeendonedifferently?

Overall,doyouthinkthemeetinggoalwasmet?Whyorwhynot?


40

CommunicationSkillsforEffectiveFacilitation11

11AdaptedfromSkillandAwarenessDevelopmentforTDMFacilitation,retrievedfrom:https://humanservices.ucdavis.edu/sites/default/files/TDM%20for%20Facilitators%20Training%20Handouts%20April%202011.doc

ActiveListening Tryingtoseetheproblemthewaythespeakerseesit.Requiresenteringactivelyandimaginativelyintotheotherperson’ssituationandtryingtounderstandaframeofreferencedifferentthanyourown.(Reflectivelistening)

Clarifying Interpretsideasorsuggestions;Clearsupconfusion;Definesandexplainsterms,jargon,acronyms;Indicatesalternativesandissuesconfrontingthegroup.Example—"Idon’tunderstand.Didyousay…"

Collaborating

Workingtogether;assisting;"Let’sseeifwecanworkonthistogether."

Confronting Topushotherstoacknowledgeproblems,feelings,orbehaviors,whenotherlessdirectiveinterventionshavefailedto.Itmayincreaseresistanceifnotsuccessful,difficulttousewithoutanestablishedandsupportiverelationship.

Crediting Recognizingthecontributionandeffortsofaperson.Itisgivingcreditwherecreditisdueandrememberingtodoit.

Empathizing Enteringthefeelingorideasofanother;toputyourselfinanother’sshoes.

Encouraging Friendly,warmandresponsivetoothers;Acceptsothers;Asksforresponses,ideas,feelingsofallparticipants.Example—"Tellusmore…"Youweresaying…"Describe…""Istheresomeotherpointsofviewonthissubject?""Istheresomethingwehaven’tthoughtof?"

EstablishingRapport Developingarelationshiporconnectionwithanotherperson.Showingothersthatyouarewillingtolisten;invitesthemtosaywhat’sontheirmind.Example-Usingtheperson’sname.

Harmonizing Attemptstoreconciledisagreementsandfindareasofcommonality;Getspeopletoexploretheirdifferences."Soundsasifyouhavethesamegoal,butdifferentideashowtogetthere…"

InterpretingVerbalStatements

Exploringandclarifyingstatementssothatthemeaningisunderstood.


41

InterpretingNonverbalCues

Translatingthenon-spokenmessages,providedbybodylanguageandparalanguage—theinflectionsandothervocalandgesturalnuancesaddedtolanguagetoconveymeaning.Bodylanguageincludesfacialexpressions;eyecontactandmovement;head,arm,andhandmovements;andbodyposturesandshifts.Whetherautomaticorlearned,bodylanguagecancorroborateorcontradictwhatapersonsaysordoesn’tsayinwords.

Linking Joiningpartstogethertoassistinmakingconnectionsandbuildunderstanding.“Soundslikeyourthoughts/ideasaresimilartowhatXhadtosay.”

Negotiating Discussingtobuildagreement,askingforwhatyouwantandlisteningtotheotherperson.Secretofsuccessfulnegotiatingislistening.

Paraphrasing Tocheckcommunicationaccuracybetweenspeakerandlistener.Sayingbacktothespeaker,inyourownwords,yourunderstandingofwhatthatpersonhassaid,tomakesureyouunderstandthecontentandmeaningofthemessageyouheard."IfIunderstandcorrectly,youaresaying…"

RealityTesting Checkingiftheideaissoundandcanbeimplemented.Isitviable?

Reflecting/Mirroring Sharingorrepeatingwhatyouheardorsaw.Fromtimetotime,thefacilitatorcommentsoneitherthecontentortheprocessofthemeetingandasksthegrouptorespond."Inoticethatwe’reonlytalkingaboutfostercareplacement;isthereanyotheroption?"(contentfocus);or"Weagreedtoheareveryoneout,andthereseemstobealotofinterruptinggoingon?Howisthisaffectingparticipation?"(processfocus)

RelievingTension Alleviatingorlesseningthelevelofemotionalstressoranxiety."Therearealotofstrongfeelingsbeingexpressed.Maybeweallneedtotakeadeepbreathforjustamoment."

Silence Powerfulquiet.Askaquestion,pause,wait,saynothing.

Strength-basedInterviewing

Respectfullyquestioningtoallowfamiliestorecognizeandberecognizedfortheirstrengths.Involveslistening,observing,complimenting,encouraging,asking,andtalkingaboutsuccesses.

Summarizing Pullstogetherrelatedideas;Mayassistwithkeepingdiscussionontrack.Helpstoconciselyorganizeinformation.Restatessuggestions/ideasafterthegrouphasdiscussedthem.Example—"LetmeseeifIunderstandyoucorrectly.Sofar,yousaidthat…"

Supporting Assistingoraidingeitherverballyand/ornon-verbally,noddinghead,saying"Ok,""Thanks,""That’sagreatidea,”etc.


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PersonalLearningPlan

1. SomequestionsIstillhaveaboutmanagingtheplanandsupportingsafety,stabilityandwell-beingforchildreninout-of-homeplacementare……

2. Icanfindmoreinformationaboutmanagingtheplanatmyagencyby……

3. AsaresultofthistrainingIwill…..

4. Mykeytakeawayfromthistrainingis…..


43

References/BibliographyAcademyforProfessionalExcellence.(2015).ChildFamilyTeamMeetings.Retrievedfrom

https://www.youtube.com/watch?v=GEEEdzhel50

Berg,I.K.,&Kelly,S.(2000).BuildingSolutionsinChildProtectiveServices.NewYork:Norton.

Berg,I.K.,&DeJong,P.(1996).Solution-buildingconversations:co-constructingasenseofcompetencewithclients.FamiliesinSociety,pp.376-391

Berg,I.K.,&Saleebey,D.(Ed.).(1992).Thestrengthsperspectiveinsocialworkpractice.NY:Longman.

Berg,I.K.,&deShazer,S.(1985).Keystosolutioninbrieftherapy.NY:Norton.

CaliforniaSocialWorkEducationCenter.(2017).ManagingthePlan:SupportingSafety,Permanency,andWell-Being.TrainingVersion3.1.Berkeley,CA:RegentsoftheUniversityofCalifornia.

CaliforniaSocialWorkEducationCenter.(2017).Teaming,CollaborationandTransparency.TrainingVersion3.1.Berkeley,CA:RegentsoftheUniversityofCalifornia.

Florida'sCenterforChildWelfare(2012).OngoingAssessmentandPermanency.FloridaDepartmentofChildrenandFamilies.RetrievedApril2016from:http://centerforchildwelfare.fmhi.usf.edu/preservice/FLTrainingCurr.shtml

Mouch,M.,andRideout,Pat.(2011).SkillandAwarenessDevelopmentforTDMFacilitation.(Rev.April2011byBiehle,K.,andJohnson,S.N.).AnnieE.CaseyFoundation.RetrievedMay2017fromhttps://humanservices.ucdavis.edu/sites/default/files/TDM%20for%20Facilitators%20Training%20Handouts%20April%202011.doc

TheTherapistAid.(2017).FiveStagesofGrief:TheKubler-RossModel.GriefPsychoeducation.RetrievedMay2017fromhttp://www.therapistaid.com/therapy-guide/grief-psychoeducation-guide/grief/none#kubler-ross

Tervalon,M.,&Murray-García,J.(1998).CulturalHumilityVersusCulturalCompetence:ACriticalDistinctioninDefiningPhysicianTrainingOutcomesinMulticulturalEducation.JournalofHealthCareforthePoorandUnderserved9(2),117-125.TheJohnsHopkinsUniversityPress.

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