Engaging Families to Identify Their Children’s Underlying Needs for SCSWs

1. Engaging Families to Identify Their Children’s Underlying Needs for SCSWs

2. Welcome and Introductions

3. “Supervisors are the Heart of Everything” “Social Work supervision is a basic and integral part of the profession’s approach to education and practice. It is based on the principle that those with more knowledge, skills and experience, guide the development and practices of others.” -NASW

4. Research Supports Engagement Research Demonstrates: a direct correlation between family engagement and child safety and re-occurrence of maltreatment Engagement is key to conducting comprehensive assessments, enhancing decision making and making individualized plans that fit families “Approach matters” when helping children and families “The Social Worker matters” and is related to client success (Lambert and Barley, 2002)

5. Approach Matters “Small things such as the way that workers introduce themselves, the way that workers describe the allegation and the tone of voice impact the willingness of the family to allow us in the front door, and into their lives.” Lorrie Lutz, “Operationalizing the DCFS Practice Model…”

6. Strength-Needs Practice Requires appreciating the needs of the parent’s child and finding common ground about their worries Requires engaging the parent through the NEEDS of the child Requires focusing on needs throughout the life of the case (assessment and planning are ongoing)

7. Strength-Needs PracticeRequires Effective Working Relationships Core Conditions: Respect Empathy Genuine Competency

8. Rapport: First Step of Engagement Rapport is the Building Block to Engagement Engagement requires Rapport Rapport does not equate to Engagement

9. Engagement: Moves Beyond Rapport Adapted from Vincent, 2008 Effective working relationships with shared tasks and goals Mutual accountability Active listening that supports family empowerment Honest, open dialogue about concerns and success Flexibility in response Ability to solicit feedback from children & families

10. Rapport vs. Engagement Rapport Empathy Kind/Respectful Mutual understanding Comfort Trust Engagement Active listening “Real” dialogue Mutual feedback Flexibility Solution/Goal Focus

11. Rapport vs. Engagement Large Group Exercise

12. Engagement and the Use of Authority Seek to avoid, to the extent possible, actions that minimize/undermine parents’ power It is important to remember that invoking authority is easier and requires less skill than engaging families People are more disclosing, open, and cooperative if they don’t feel threatened and judged Lorrie Lutz

13. Moving From Rapport to Engagement Small Group Discussion: Share examples of when your observed too much or too little use of authority? How would you assess yourself? (Do I find myself being too uncomfortable with using authority or being directive?) What are some engagement strategies that I use even when I need to use protective authority?

14. Shifting the Focus of Engagement -Talking About Needs Instead of Behaviors Behaviors are important but may unintentionally distract us from a client’s real need Needs are not services but are what “drives the behavior” Addressing needs is key to sustaining meaningful change Connecting needs to behaviors can strengthen a family’s willingness to work together with DCFS and partners (How can you do this?) Needs reflect the unique experience of the child within the context of their culture

15. Systemic Challenges to Engagement(“no wonder the work can sometimes feel overwhelming”) Child/Youth/Family’s Needs Resistance Workers’ Needs Case Load/Work Load Competing Priorities Limited Resources Court Service Providers Training

16. Challenges to Engagement Reflect Workers’ Needs Let’s Discuss: What are some of the needs you see related to workers better engaging children & families? What are some of the strengths you see related to how workers engage children & families?

17. “Hunches” About Worker’s Needs Support Time Safety/Respect Accountability Core Values Professional Development Coaching and Mentoring Other_______

18. Parallel ProcessHow our own experience helps us to effectively engage with others Small Group Activity: Write down differences and/or similarities we (and our workers) have with our clients’ feelings, experiences, and/or needs? Discuss: How does this awareness of differences/similarities contribute to effectively working with clients? Discuss: How does the way we manage our own experiences or feelings impact the quality of the work we do with our families?

19. 3 Engagement SkillsTo help children and families identify and address their needs Exploring Focusing Guiding - PaulVincent

20. 1) Exploring SkillsActive listening and hearing what people want to say before addressing “the problem” Adapted from Vincent, 2008 • Attentive and Interested (Physically and Psychologically) • Recognizing Strengths and Needs • Encouraging Expressions of Feelings (Ventilation, Validation, Conciliatory Gestures) • Normalization and Objectivity • Reflection(Convey Understanding)

21. 2) Focusing Skills Centering discussion on the needs that are most important Vincent, 2008 Questions(Open, Closed, Indirect) Summarization(concise review) Clarification(together, define words used) Concreteness(no DCFS/social work jargon) Reframing(look for positives) Solution-Focused

22. 3) Guiding Skills Collaboratively identifying solutions and creating a plan to carry out ideas Vincent, 2008 Formulating options with family input Partialization Information/Suggestions Strengths/Needs based Feedback Positive Feedback:What is working well? Constructive feedback:What can be working better?

23. BREAK

24. Keys to Engagement Using Activity 3C, Observe Demonstration In small groups, utilize keys provided and engage clients regarding assigned tasks provided at each table

25. Let’s Discuss How did the utilization of keys Invite discussion and disclosure Identify and mobilize strengths Discuss hunches around needs Focus on solutions Offer hope …strengthen the working relationship?

26. Understanding and Normalizing “Resistance” (When helpful intent sometimes collides with a lack of trust) Let’s Discuss: Resistant Behaviors/Situations you observe If you have worked with youth who need to develop self-sufficiency skills, does resistance arise in a different way?

27. Common Signs of Resistance

28. Good Practice Recognizes “RESISTANCE IS A PREDICTABLE AND NATURAL EMOTIONAL REACTION TO FEELING FORCED TO CHANGE OR WHEN FACING DIFFICULT ISSUES.” “RESISTANCE OCCURS AS A RESPONSE TO FEELING VULNERABLE, OUT-OF-CONTROL AND THREATENED BY CHANGE.” Adapted from Vincent 2008

29. Good Practice Recognizes Resistance Reflects Needs Let’s Discuss: What “Needs” may be underlying the resistance? What Practice Skills are required to address those needs?

30. Strategies That Help Clients Move From “Resistant to Ready” Resistance is important information; not to be judged Prepare for resistance; it’s part of the change process Actively listen, validate feeling and reflect what is happening Remain respectful Focus on the needs of the child as a place to join together Focus on solutions or desired results Reflect when we do react, and remain available to help

31. WHEN I “REACT”… IT’S TIME TO REFLECT

32. Self Reflection Promotes Engagement! In Small Groups: Write down some “reactions” that I observe in myself or others that may be nonproductive? What might be going on with me or a worker when I “react” in non- productive ways? How do “reactions” sometimes get in the way of forming effective working relationships with children and families? What is one strategy that I will try and apply to my work to help move clients from “resistant to ready?”

33. What is Mental Health? For Adults: “The capacity to love well and work well” -Sigmund Freud For Children: “The capacity to grow and to love well” -Alicia Lieberman, PhD

35. Mental Health Needs of Children TRAUMA-BASED NEEDS 30 to 85% of youngsters in foster care have significant emotional disturbances Adolescents living with foster parents or in group homes have about four times the rate of serious psychiatric disorders as those living with their own families

36. Let’s Discuss: Mental Health Symptoms of Children and Youth List symptoms you’ve observed How do these children typically get labeled? What might be some of their underlying needs?

37. Besse Van Der Kolk, MD: “Developmental Trauma Disorder” “Unless caregivers [and professionals] understand the nature of trauma reenactments, they are likely to label the child as ‘oppositional,’ ‘rebellious,’ ‘unmotivated,’ or ‘anti-social.’”

38. Remember, in Trauma-Informed Practice Behaviors, Symptoms and Deficits reflect NEEDS!

39. POSSIBLE BARRIERS TO ADDRESSING MENTAL HEALTH NEEDS Delayed engagement/assessment Overwhelmed by multiple, urgent needs Delayed linkage to services, limited resources Denial or ambivalence regarding treatment Bias or stigmas held by helpers & families Other __________

40. Mental Health Stigmas Stigmas = negative biases, which focus on behaviors and distract us from the unmet needs Stigmas may contribute to negative feelings that may deter us from seeking help Stigmas may contribute to negative feelings that may deter us from providing help

41. Overcoming Stigmas About Mental Health Services Be sensitive to the idea that children, families and community partners (foster parents) may have biases about mental health diagnoses and services Be willing to look at our own bias

42. Engagement Requires: Looking at Our Potential Biases Clicker Activity regarding stigmas Please respond to the following statements

43. Los Angeles DCFS is the largest child welfare system in the country Strongly Agree Agree Neutral Disagree Strongly Disagree

44. Individuals who have a mental illness have a disease Strongly Agree Agree Neutral Disagree Strongly Disagree

45. Individuals who are homeless have mental illness Strongly Agree Agree Neutral Disagree Strongly Disagree

46. Individuals who have mental illness can adequately care for children Strongly Agree Agree Neutral Disagree Strongly Disagree

47. Individuals with substance abuse or addiction have mental illness Strongly Agree Agree Neutral Disagree Strongly Disagree

48. Encouraging Participation in Mental Health Services Explain the purpose/goals of mental health treatment Address any issues or fears of stigmatization Provide space for healthy ventilation and validate feelings Together, discuss informal and formal supports that fits the the family’s needs Have a discussion about the “pros and cons” of treatment Provide options and agree to a plan with the family Regularly assess how their plan is working and adapt as needed

49. Addressing Needs Through Community Partnerships – Teaming Training to Follow Requires engaging community partners Best outcomes arise when there are strong working relationships between a family and it’s helper Requires helping children and families engage with their community Best outcomes are sustained when families feel connected to and supported by their communities

50. Stages of Change:Primary Tasks • Precontemplation Definition: Not yet considering change or is unwilling or unable to change Primary Task: Raising awareness 6. Recurrence 2. Contemplation Definition: Experienced a recurrence of the problems Definition: Sees the possibility of change but is ambivalent and uncertain Primary Task: Cope with consequences and Determine what to do next Primary Task: Resolving ambivalence, Helping to choose change 5. Maintenance 3. Determination Definition: Has achieved the goals and is working to maintain change Definition: Committed to changing but still considering what to do 4. Action Primary Task: Develop new skills for maintaining recovery Definition: Taking steps toward change but hasn’t stabilized in the change process Primary Task: Help identify appropriate change strategies Primary Task: Help implement change strategies and learn to eliminate potential relapses