Download - FACILITATOR TOOLS FOR CHILD AND FAMILY TEAMING Developed by Ellen Morrison – Training Consultant
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FACILITATOR TOOLS FOR CHILD AND FAMILY TEAMING
Developed by Ellen Morrison – Training Consultant
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Introductions: Shared Visioning Opening remarks from leadership –
Vision for Child Family Teaming (CFT) in Alameda County
Group Introductions – Ice Breaker &
Inquiry Introduce yourself Representing yourself and families
voice, what’s to be added to this vision for the CFT?
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Introductions Training Process
1 day workshop Monthly follow-up booster sessions (Feb – June) to reinforce the model, answer practice questions & provide consultation
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Community Agreements Collectively support time management -
attention signal Participate in small group activities. Your
table is your team for the day (ICC with experience in each group)
Track the wisdom and questions that comes from conversation in your groups
If there is tension in dialogue, do what you can to support mutual understanding
Share support of a cross-cultural lens
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Training Purpose – How we get thereChildren, youth, families, professionals and community supports collaborate to address issues impacting families and support treatment and care planning.
Intensive Care Coordinators are given a standard set of team facilitation skills to facilitate a consistent, high quality experience for all participants.
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What Research Tells Us Works Teams embrace collaboration in shared
decision making All team members participate in the
development and implementation of the plan. The team meeting process is
standardized. A clearly defined purpose, goal and agenda for
each meeting; Agreed-upon decision-making process Identification of family strengths and needs A brainstorming and option-generating process Specific action steps to be carried out by team
membersCore Practice Model
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Today’s Learning Objectives Learn facilitation skills that support full
participation, mutual understanding, inclusive solutions and shared responsibility.
Learn a structured approach for teams to do their best thinking and include the diverse needs, options, and opinions of the team in a plan of action
Understand how cultural humility practices are important to creating and maintaining a child, youth and family centered environment.
Participate in a learning forum where facilitation skills are both taught and modeled.
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ICC Facilitator Activities
From Core Practice Model
Assessing Identify important persons to participate Identify needs and strengths and resources
Service Planning & Implementation Articulate the goals of the child/youth and
family, as well as those of the system partners
Develop a shared plan(s) to address risks and meet the needs of the child/youth and their family
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ICC Facilitator Activities
From Core Practice Model
Monitoring and Adapting Routinely evaluate and refine the
intervention strategies plan Transitioning
Plan for the transition of formal services as goals are met and symptoms and problem behaviors are improved
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Voices of Family Group Decision Making
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Overview of (the rest of) TodayCultural HumilityFacilitative Listening SkillsTeam Decision Making Process
Lunch Meeting StructureAction PlanningApplication Core Practice Model
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Tool #1:Cultural Humility
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The Opportunity
“A justice oriented frame does not assume that a
professionally sanctioned plan is preferable to one created
by the family.”
From No Love Without Justice, Cindy L. Myers; Summer 2008 ACResolution
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The Opportunity
“The fundamental premise of restorative practices is that people are happier, more cooperative and productive, and more likely to make positive changes when those in positions of authority do things with them, rather than to them or for them.”
-International Institute for Restorative Practices
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Facilitator As Process Advocate
Trust the group Listen and respectfully inquire in order to
determine how to best meet team members where they are
Help the group listen and talk to each other while getting through their agenda in the time they have allotted
Intervene in the interest of making the meeting process work well within agreed upon goals
Ensure the plan is agreed to by everyone Be mindful of your languageAdapted From No Love Without Justice, Cindy L. Myers; Summer 2008
ACResolution
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Equalize power differentials and mitigate inequities:
Adapted From No Love Without Justice, Cindy L. Myers; Summer 2008 ACResolution
Facilitator As Process Advocate
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Types of Power
Personal (individual)
Collective (shared – power with)
Dominant (power over)
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Power ScanConsider examples of possible power
imbalances? Position/professional differential Life experience; world view; beliefs and
values Impact of systemic oppression (e.g. gender,
race, age, ability) Language Literacy Right people are in the room Others?
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Equalize power differentials and mitigate inequities:
Make power explicit Respect family’s expertise on their
own experience Make information accessible Make transparent facilitator process Share decision making
Adapted From No Love Without Justice, Cindy L. Myers; Summer 2008 ACResolution
Facilitator As Process Advocate
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Know your own identity and ways you are bringing your identity, power and privilege to your facilitation.
Adapted From No Love Without Justice, Cindy L. Myers; Summer 2008 ACResolution
Facilitator As Process Advocate
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Identity Exercise Religion Ethnicity Nationality Race Appearance Body structure Physical ability Sexual identity Class
Education Gender Age Primary Language Immigration Status Family of Origin Occupation Sexual Orientation …Other identities important to you
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Pair with another person which ones are a bold part of your
identity? Ones you identify with strongly, think about frequently?
which ones are small print part of your identity? Ones you identify with less, don’t think about frequently?
How might this inquiry relate to your role as a facilitator?
Small Group Facilitation
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Tool # 2:Facilitator Listening Skills
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What would it look like to you to truly feel heard?
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Facilitator Listening Skills
Expanding our capacity to listen to diverse perspectives
From Facilitators Guide to Participatory Decision Making; Kaner 2007
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What are acceptable communication styles?
What are unacceptable communication styles?
Small Group Facilitation
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Facilitator Listening Skills
Facilitative Listening Skills: tools for inclusive, organized and productive thinking and discussion
From Facilitators Guide to Participatory Decision Making; Kaner 2007
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Divide skills across groups Each group review and assess application of assigned skills Report to the large group
Small Group Facilitation
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Facilitator Listening Skills
Charting: being the groups memory; recording the voices of the group
From Facilitators Guide to Participatory Decision Making; Kaner 2007
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Tool # 3:Decision Making Process
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Participatory Decision Making
Dynamics of Group Decision Making
Struggle for Integration
ConvergentThinking
Divergent Thinking
From Facilitators Guide to Participatory Decision Making; Kaner 2007
Full Participation
Mutual Understanding
Inclusive Solutions
Shared Responsibility
Diverse Perspectives
Competing Frames of Reference
Shared Framework of Understanding
Inclusive Alternatives
SynthesisRefinement
Transparency
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Barriers to Facilitator Principles
Full Participation – Self Censorship Mutual Understanding – Fixed Positions
Inclusive Solutions – Either/Or Thinking
Shared Responsibility – Reliance on Authority
Transparency – Loss of Trust in Group Process
From Facilitators Guide to Participatory Decision Making; Kaner 2007
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Gathering Diverse Points of View
•Surveying the Territory – identify components of the problem•Searching for Alternatives – creative activities to list unusual, innovative ideas•Raising Difficult Issues – discuss troubling, often threatening, subjects
From Facilitators Guide to Participatory Decision Making; Kaner 2007
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Building a Shared Framework of Understanding
•Creating Shared Context – activities that advance mutual understanding•Strengthening Relationships – activities that support people to get to know each other
From Facilitators Guide to Participatory Decision Making; Kaner 2007
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Developing Inclusive Solutions
• Applying Inclusive Principles – identify and discuss principles that promote creative problem solving
• Creative Reframing – alter one’s belief about the nature of the problem at hand
• Strengthening Good Ideas –evaluate, refine, grow and strengthen basic idea
From Facilitators Guide to Participatory Decision Making; Kaner 2007
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Decision Rule Tool
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Gradients of Agreement Tool
Yes! Vetoabstain
minorcontention
reservations
more discussion
serious disagreement
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Pair – ShareDescribe the decision making process to someone else
What Listening Skills might you choose for each section?
Small Group Facilitation
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Tool # 4:Meeting Structure
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Meeting Structure – Process Guide
1. Check-in – the circle2. Guidelines for participation – create
together3. Confidentiality statement 4. Hope Statement – family’s desired meeting
outcome5. Identification of family strengths &
challenges6. Safety Plan7. Identification of family needs – domains8. Task Review & Action Planning9. Closure - evaluation Core Practice Model
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Guidelines for Participation - Sample
Adapted from Edgewood’s Family Conferencing Manual
Principles Practices
We work together All voices are heard
It’s okay to have different opinions Facilitator will encourage a variety of ideas
We don’t blame or put-down. We are searching for solutions.
Use respectful language and goal-focused discussion
Listening is as important as talking Try first to understand each other, and then to agree
Family focused/family driven. (This is the Family’s meeting)
Family is first and last to be heard.
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Meeting Structure and Decision Making Process
From Facilitators Guide to Participatory Decision Making; Kaner 2007
Full Participation Mutual Understanding Inclusive Solutions Shared Responsibility Process Transparency
OPTION GENERATION
PRIORITIZING NEEDS
ACTION PLAN
-Developing Guidelines-Hope statement-Strengths & challenges
-Safety Planning-Needs Identification
-Task Review-Action Planning
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Gathering Diverse Points of View: Option Generation
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Creating Shared Framework: Prioritizing Needs
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Developing Inclusive Solutions: Action Planning
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Tool # 5:(creating the agreed
upon)Action Plan
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Client Family Action PlanArea of Need: domains such as social, education, mental health, family, living situationTasks: Items must be measurable & include signs of success. Include referrals as appropriate Who: A member of the teamWhen: Specific and ReasonableRelevant MH Goal (if applicable): supportive of integrated plans
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ICC Service Activities Overview1. Assessing – Pre-Meeting Work;
Needs/Strengths/Challenges; Resources Identification
2. Service Planning & Implementation – Action Plan
3. Monitoring and Adapting – Task Review
4. Transition – Action PlanCore Practice Model
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Small Group Facilitation: ApplicationChoose or create a tension scenario/situation
Identify the tools guiding your facilitation
Facilitate discussion about how tools will support challenge and new identify strategies
Role Play
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Close – Next Steps
Unanswered questionsDate of consultationsWrap Up - Circling back to the Shared Vision
Evaluation
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Resources Tervalon, Melanie (1998). "Cultural
Humility versus Cultural Competence: A Critical Distinction in Defining Physician Training Outcomes in Multicultural Education". Journal of Health Care for the Poor and Undeserved 9 (2): 117–125.
No Love Without Justice, Cindy L. Myers; Summer 2008 ACResolution
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Resources American Humane Association’s
National Center on Family Group Decision Making at http://www.fgdm.org
www.restorativepractices.org http://www.iirp.edu http://communityatwork.com/ Ellen Morrison: