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STRENGTH-BASED TEAMING:

STRENGTH-BASED TEAMING:. Achieving Safety, Permanency & Well Being. Our Topics Overview. How you and teaming fit for better DCFS outcomes Teaming and its benefits Healthy, successful teams Facilitation steps/skills in the planning process Strategies for successful teaming

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STRENGTH-BASED TEAMING:

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  1. STRENGTH-BASED TEAMING: Achieving Safety, Permanency & Well Being

  2. Our Topics Overview • How you and teaming fit for better DCFS outcomes • Teaming and its benefits • Healthy, successful teams • Facilitation steps/skills in the planning process • Strategies for successful teaming • Conflict management – skills & strategies

  3. Activity BREAKING THE ICE

  4. REFRESHERS STRENGTH-BASED PRACTICES & ENGAGEMENT

  5. Core Practice Model Social Work strategies required to identify unmet needs: Strength/Needs Practice & Child Safety Basic knowledge, foundation of CPS, legal mandates

  6. Why:Enhanced Strengths Based Practice Enhances our case management/social work skills Helping families engage to motivate change Supports lasting change for families Moves us from: Solution Focused Strengths Deficits Problem Focused

  7. Strengths/Needs Matrix Behaviors & Concerns Client Hunches CSW Hunches Needs Statement Desired Outcome Functional Strengths Services/Strategies

  8. Needs and Need Statements • Common Needs • Shelter & Food (Safety) • Affiliation (Permanence) • Nurturance (Well Being) • A need is often the source of symptom or behavioral expression • Tip: Positively reframing a problem helps one get at the need. (Vincent, 2008)

  9. Introduction • Children entering the child welfare or foster care system: • Likely to have elevated levels of stress; related to level and frequency of maltreatment or the child welfare investigation or potential placement outside the home. Colleen Friend, PhD, LCSW Director, CSULA Child Abuse & Family Violence Institute

  10. Short Term Impact of Trauma May Include • Depression & anxiety (displayed as aggressive behavior and irritable mood) • Disassociation and hyper arousal that may interfere with schoolwork • Attention & memory issues • Affect regulation issues • Emotional difficulties, relational difficulties & risk-taking

  11. Long Term Impact May Include: • Persistence of above short term difficulties • High risk for substance abuse • Cognitive issues due to biological development

  12. Recap What We Know from the ACE Study: • There is a relationship between childhood traumas and health/social problems in later life • Self Sufficiency is more challenging (Social & Emotional Well-being for Youth) • Challenges in school, fears of leaving the system, fear of leaving placements • Achieving permanency as they exit our system

  13. Are They Engaged? FROM ENGAGEMENT CLASS -Open-ended questions -“When” rather than “if” questions -Questions that begin with “how” -Strengths Chat -Miracle Questions -Ethnographic Interviewing -Recognizing Strengths -Past Success Questions -Scaling Questions -Exception-finding questions -Coping Questions -Reframing -Empathy -Partializing

  14. WHY TEAMING? Benefits for You and Families

  15. BENEFITS for FAMILIES • FAMILIES BENEFIT FROM ADDITIONAL SUPPORTS AND MORE COMPREHENSIVE APPROACHES • FAMILIES LEARN TO COORDINATE THEIR OWN TEAMS • FAMILIES HAVE MORE RESOURCES • FAMILIES EXPERIENCE GREATER SUCCESS AND LESS DEPENDENCE ON THE SYSTEM = Better Outcomes

  16. BENEFITS for SOCIAL WORKERS • CSWs GAIN MORE RESOURCES AND SUPPORTS (MORE COMPREHENSIVE APPROACHES ARE MORE LIKELY TO MEET FAMILY NEEDS - TRAUMA INFORMED SERVICES) • CSWs HELP FAMILIES EXPERIENCE MORE SUCCESS • CSWs ADD TO THEIR CURRENT “BAG OF TOOLS” • STRATEGY TO HELP PEOPLE GET “UNSTUCK” • CSWs GAIN JOB SKILLS FOR THE FUTURE

  17. WHAT IS TEAMING? DCFS TEAMING EFFORTS

  18. TEAMING DEFINITION “TEAMS GATHER IMPORTANT INFORMATION ABOUT STRENGTHS AND NEEDS THAT CONTRIBUTE TO THE OVERALL ASSESSMENT OF A FAMILY’S SITUATION. NETWORK MEMBERS CAN IDENTIFY THE RISK OF MALTREATMENT BEFORE IT OCCURS, RESPOND TO NEEDS OF SAFETY PROMPTLY, AND PROVIDE A RANGE OF SERVICES AND SUPPORTS FOR THE FAMILY.” DCFS CORE PRACTICE MODEL

  19. TEAMING DEFINITION - FOUNDATION A GROUP OF PEOPLE, EACH WITH “EQUAL” VOICE, COMING TOGETHER TO WORK TOWARD A COMMON PURPOSE

  20. TEAMING - WHAT IT ISN’T TEAM = MAKING A PHONE CALL TEAM = SITTING AT A TABLE WITH OTHER PEOPLE JUST “WATCHING” TEAM = TELLING PEOPLE WHAT TO DO IN GROUP TEAM = WALKING INTO A ROOM WITH THE DECISION ALREADY MADE

  21. CURRENT FORMAL TEAMING EFFORTS • TDM/RMP • WRAPAROUND • MCPC • MAT • PPC • T CONFERENCE

  22. OUR EXPANDING TEAMING EFFORTS • INFORMAL MEETINGS • AS NEEDED (SHOULD HAPPEN REGULARLY AND AS NEEDED) • BUILT UPON OTHER AND/OR ENHANCED BY OTHER TEAMS • FAMILIES LEARN HOW TO FACILITATE THEIR OWN TEAMS

  23. TEAMING AT ITS BEST OPTIMAL TEAM = All the “right people” are meeting, talking, planning together. Team members collectively function as a unified and consistent team planning services – addressing needs – and evaluating results. The family is fully involved. There is collaborative problem solving that optimally benefits the child and family. Adapted from QSR: Teamwork

  24. MINIMALLY ADEQUATE TEAMING MINIMALLY ADEQUATE - POOR = The “right people” are not there or not participating. Important information about the family is missing. The group does not function in a consistent, collaborative manner. Decisions are really made by particular individuals and may not be appropriate to family-centered practice. Adapted from QSR: Teamwork

  25. TEAMING AT ITS BEST RIGHT PEOPLE WORKING CONSISTENTLY, COLLECTIVELY AND COLLABORATIVELY PLANNING/EVALUATING THE APPROPRIATE SERVICES FOR THE CHILD & FAMILY FAMILY IS FULLY INVOLVED AND BENEFITING Adapted from QSR: Teamwork

  26. Present Casework Cycle & Responsibilities Interaction with a family from Hotline to: Emergency Response Dependency Investigation Intensive Services Family Maintenance Family Reunification Adoption Legal Guardianship

  27. TEAMING AT EACH “LEVEL” • ER, DI, ISW • Continuing Services: FM/R, PP Choose a level. What might a team look like at that level? (Who might be there?) How might the team get pulled together? Note on flip charts to report out when finished.

  28. HEALTHY, SUCCESSFUL TEAMS

  29. RESULTS ACCOUNTABILITY COMMITMENT HEALTHY CONFLICT TRUST Healthy Team Functions Status & Ego Low Standards Ambiguity Artificial Harmony Invulnerability Adapted from Lencioni, 2002

  30. TEAM CONDITIONS ASSOCIATED WITHSUCCESSFUL OUTCOMES – REMINDERS • Team adheres to practice model (structures, techniques, procedures) • Team considers multiple alternatives before making decisions • Team helps all members feel their input is valued Walker, et.al., 2003

  31. TEAM CONDITIONS ASSOCIATED WITHSUCCESSFUL OUTCOMES • Team builds agreement despite differing views • Team builds appreciation of strengths • Team planning reflects cultural competence Walker, et.al., 2003

  32. Activity APPRECIATIVE INQUIRY • Your Most Successful Team Moments: what was happening? • Think about – as a team member, what did you contribute to that team? • In hindsight, is there something you wish you would have done differently as a team member?

  33. Y O U AS A TEAM MEMBER

  34. Activity “SHOUT OUT”

  35. YOUR ROLE • A DEVELOPMENTAL APPROACH • NAVIGATING CPS EXPERT (ACCOUNTABLE ALLY) & “NEUTRAL” • TDM DISTINGUISHED FROM GENERAL “FACILITATING” • WRAPAROUND FACILITATOR DISTINGUISHED FROM YOUR TEAM GUIDANCE AND COORDINATION

  36. YOUR FACILITATION RESPONSIBILITIES • BUILDING THE TEAM • GUIDING THE TEAM PROCESS • HONORING THE FAMILY VOICE • ENSURING THAT STRENGTHS AND NEEDS ARE ADDRESSED • REACHING CONSENSUS • RESOLVING DIFFERENCES Vincent, Paul – Child Welfare Policy & Practice Group

  37. TEAMING SKILL SETS SKILLS FOR EFFECTIVE TEAMING

  38. STEPS IN THE PLANNING PROCESS Preparing Forming/Engaging - Team Facilitating Plan Development Tracking Progress Sustaining Change (Walker, 2004; The Child Welfare Policy and Practice Group, 2001)

  39. SKILLS THROUGH EACH PHASE PREPARING • Establishing trusting, helping relationship • Demonstrate genuine interest • Acknowledge strengths & culture • Provide overview of teaming • Gain information • Decide contact information & process • Right people at the table?

  40. SKILLS THROUGH EACH PHASE FORMING/ENGAGING • Assemble group • Engage team • Establish agenda and common purpose • Define team guidelines • Discuss (gather) strengths • Gather input from all perspectives

  41. SKILLS THROUGH EACH PHASE FACILITATING • Keep team engaged • Role watch • Gather input from all perspectives • Define team guidelines • Explore hunches (no “assumptions”) • Brainstorm • Organize & synthesize perspectives • Document ideas and tasks • Track follow through (QSR)

  42. SKILLS THROUGH EACH PHASE PLAN DEVELOPMENT • Review overall purpose • Identify and address needs • Prioritize • Elicit and use strengths • Establish goals and strategies • Organize family-centered plan • Document • Review for acknowledgment of family culture, strengths - individualized • Understand resources • Check access to interventions

  43. SKILLS THROUGH EACH PHASE TRACKING PROGRESS • Show families how to plan for themselves (ongoing from step one) • Assist with follow through • Revise plan as necessary • Discuss satisfaction w/relationships • with providers • Ongoing assessment • Always check in with family about how the plan is working

  44. SKILLS THROUGH EACH PHASE SUSTAINING CHANGE • Identify steps that increase family • engagement over time (ongoing) • Build on small steps • Celebrate success • Help reinforce family planning for themselves • View challenges as opportunities to grow (SNP)

  45. Activity SKILL CHECKLIST

  46. A JOURNEY THROUGH EACH PHASE PREPARING

  47. Activity VIDEO - USE SKILL CHECKLIST

  48. TEAM IS MORE THAN “FAMILY” Potential Team Participants Child or Youth Out-of-Home Caregiver Tutor Mother Social Worker P-3 Father Guardian ad litem Permanency Specialist Siblings School staff 7Support Staff (TAs) Extended Family Therapist CSAT Members Friends Mentor Providers CBOs FBOs SA Counselors Wrap Links Family Preservation Attorney Probation Neighbors Shared Interest People

  49. A JOURNEY THROUGH EACH PHASE FORMING/ ENGAGING

  50. A WORD ABOUT FORMING/ENGAGING TEAM Keys to Team Engagement: 1. Who does family need to help? 2. WIIFM 3. Emphasis on Expertise/ Contribution

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