Assessing and Scaling Child Needs

1. Assessing and Scaling Child Needs Case Management

2. Workshop Introduction • Context for the Training • Training Related to Implementation of Safety Decision Making Methodology • Fidelity of the Ongoing Family Functioning Assessment • Philosophy of practice • Intervention purpose and framework • Conceptual and criteria basis for practice and decision making • Process, practice and outcomes

3. Participant Introductions

4. Workshop Training Objectives As a result of this training, participants will be able to: • Identify the ongoing family functioning intervention stages; • Define child needs; • Recall the purpose of assessing child needs; • Identify and demonstrate assessment skills utilized in assessing child’s needs; • Demonstrate assessment skills through case application.

5. Workshop Agenda

6. Baseline Knowledge Assessment • Inform training and development • Provide feedback to trainer • Measure change

7. Session 1 Foundational Knowledge: Review of Methodology

9. From Great Wall of China to the Panama Canal

12. Are danger threats being managed with a sufficient safety plan? How can existing protective capacities -- STRENGTHS – be built upon to make changes? What is the relationship between danger threats and the diminished caregiver protective capacities? What must change? What is the parent’s perspective or awareness of his/her caregiver protective capacities? What are the child’s needs and how are the parents meeting or not meeting those needs? Family Functioning Assessment-Ongoing Decisions

13. What are the parents ready and willing to work on in the case plan to change their behavior? What are the areas of disagreement with the parent(s) as to what needs to change? What change strategy will be used to address the diminished protective capacities? Family Functioning Assessment-Ongoing Decisions

14. Safety is paramount and the basis for intervention! Case planning process and interventions can be more clearly defined around the use of safety concepts and behavior change. Case planning process can be structured in a way to encourage and direct parents’ involvement and establish consistent intervention decisions and objectives. Philosophy: Family Functioning Assessment-Ongoing

15. Essential Skills for Case Management • Engagement • Teaming • Assessment/Understanding • Planning • Safety Plan • Case Plan • Tracking and Adapting • Safety Plan Sufficiency Evaluation & Update • Case Plan Progress Evaluation & Update

16. Questions?

17. Session 2 Intervention Standards

18. Intervention Standards Module 9

19. Preparation is the act of getting ready, being prepared. In ongoing case management and services this entails key actions and tasks: Review of the Family Functioning Assessment-Investigation Review and analysis of the Impending Danger Safety Plan Review of case information and content Contact with collaterals Response to any immediate safety management needs Consultation with the Supervisor to reconcile information and prepare for family contact Preparation

20. Introduction Objectives of Introduction for Case Manager • Begin to establish rapport with family; get to know them. • Establish a working relationship with the family. • Provide clarification and process with family for ongoing case management. Introduction is the act of introducing you as the change agent and agency representative, the agency’s role, what case management is and is not, and providing clarification as to the role of the ongoing case manager.

21. Exploration Achieve agreement with parent(s) as to: • What must change for children to be safe. • How to achieve change. • Parent’s role in achieving change. • Role of others in helping parent(s) achieve change. • How progress will be measured. Exploration is the act of exploring with the family how they are functioning in relationship to the protective capacities, understanding how danger threats or negative family conditions have manifested, exploring motivation for change, resistance or ambivalence, identifying family strengths, creating danger statements, and finding mutuality for continued work.

22. Case Planning Case planning with the family is the act of establishing outcomes and motivation for change.

23. Questions?

24. Session 3 Child Development: Assessing Child Needs

25. The Concept of Child Development

26. Factors: Child Development

27. Normal? • Statistical concept • Typical or expected for the majority of members of a group • Identified traits and processes displayed by most children within timeframes

28. Developmental Domains: Child Functioning

29. Developmental Domain: Physical • Body structures • Sensory development • Motor development • Sensation and movement

30. Developmental Domain: Cognitive • Intellectual/Mental • Thinking • Memory • Reasoning • Language • Concept Development • Problem Solving Ability • Abstract Thinking

31. Developmental Domain: Emotional • Personal traits and characteristics • Self-Esteem • Reciprocal Emotional Relations • Mood and Affect-Appropriate for Age and Situation

32. Developmental Domain: Social • Interactions with others • Development of relationships • Social roles and norms • Group involvement

33. Questions?

34. Child: Ages and Stages

35. Practice: Identifying Indicators Ages and Stages • Small Group Activity • Working in small groups: • Complete Worksheet: Identifying Indicators of Ages and Stages • Large Group Report Out

36. Child: Birth to Three • Newborn-6 Months: • 6-12 Months: • 12-18 Months: • 18-24 Months: • 2-3 Years:

37. Child: Pre-School (3-5) • Language Development • Time and Order of Events • Social Development • Emotional Development • Self-Control • Self-Esteem • Conscience

38. Child: School Age (6-12) • Cognitive Development • Physical Development • Memory • Social Development • Emotional Development

39. Child: Adolescence (13-21) • Transition • Physical Development • Cognitive Development • Social Development • Moral Development • Emotional Development

40. Questions?

41. Session 4 Factors Affecting Child Development

42. Factors Affecting Child Development

43. Environmental Factors • Housing • Income • Employments • Education

44. Biological Factors • Gender • General Health • Mental Health • Health Practices • Hereditary Factors

45. Interpersonal Relationships • Family and Friends • Social Interaction • Sibling Interaction

46. Questions?

47. What About Child Abuse and Neglect?

48. Child: Birth to Three • Growth retardation • Poor muscle tone and motor control • Language and speech delays • Immobility • Listless demeanor • Lack of separation anxiety • Unresponsiveness • Lack of play skills

49. Child: Pre-School (3-5) • Small in stature • High incidences of “sickness” • Poor muscle tone, motor coordination • Delayed speech • Poor articulation/pronunciation • Short attention span • Insecurity • Detachment • Social immaturity

50. Child: School Age (6-12) • Suspicious of adult figures • Overly solicitous • Agreeable • Manipulative • Unrealistic view of parents • Assuming adult responsibilities • Inability to focus: educational • Lack of coping skills