Welcome Back to Day 3 of TDM FACILITATOR TRAINING

1. Welcome Back to Day 3of TDM FACILITATOR TRAINING Any questions/ concerns/ thoughts left over from yesterday?

2. Today we will focus on the meeting itself, stage by stage, with practice opportunities.

3. SECTIONS OF A TDM MEETING Before During (6 Stages) Review After

4. THE TDM MEETINGBEFORE… Handout 10-1 • DO BEFORE THE MEETING: • REVIEW REFERRAL INFORMATION • CHECK IN WITH SOCIAL WORKER - RELEVANT “PROCESS” INFO • PREPARE THE ROOM

5. THE TDM MEETINGBEFORE… Handout 10-1 • DON’T • JUST SHOW UP • ARRIVE LATE • OVER PREPARE – FORM AN OPINION ABOUT THE “RIGHT” OUTCOME • ALLOW STAFF TO SELECT SEATS BEFORE FAMILY ARRIVES

6. THROUGHOUT THEMEETINGHandout 10-2 • TRUST THE PROCESS • CARE FOR ALL GROUP MEMBERS • KEEP ALERT • ENCOURAGE PARTICIPATION BY ALL • MAINTAIN BALANCED PARTICIPATION • DEMOSTRATE RESPECTFUL, PROFESSIONAL BEHAVIOR

7. THROUGHOUT THEMEETING Handout 10-2 • SEPARATE PROBLEMS DISCUSSED FROM THE PEOPLE DISCUSSING THEM • PICK-UP ON SIGNALS/CUES THAT THE GROUP IS READY TO MOVE FORWARD • OFFER “FAMILY ALONE TIME” IF IT APPEARS FAMILY WILL BE BENEFIT • WATCH YOUR NON-VERBAL MESSAGES • STEP INTO CONTENT ISSUES ..…

8. THE TDM MEETINGHandout 10-3 • INTRODUCTION • IDENTIFY THE SITUATION • ASSESS THE SITUATION • DEVELOP IDEAS • REACH A DECISION • RECAP/EVALUATION/CLOSING Stages

9. Majority of time should be in these stages Developing Ideas Assessing Situation TDM Stages Reaching a Decision Identifying Situation Recap/Close Introduction handout 10-4

10. INTRODUCTION • Sets tone • Explains purpose and goal of meeting • Introductions • Establishes Ground Rules • Answers Initial Questions

11. KEY ELEMENTS OF INTRODUCTIONHandout 10-5 • Welcome • Statement of purpose and goal of meeting • Declaration of desire to work together— all opinions and ideas considered. • Hope to agree on decision, though ultimately agency responsible to make decision, if unable to agree

12. KEY ELEMENTS OF INTRODUCTION Handout 10-5 • Introduction of participants, roles • and relationship to child/ family/ case • Ground rules • Opportunity for questions • Recognition of parent(s) as experts • on their children

13. INTRODUCTIONSHandout 10-6 DON’TDO: • Be Too Easygoing • Be Professional • Be Too Formal • Be Engaging • Be Preoccupied • Be Present • Use Jargon • Use Everyday Language • Rush • Set and maintain a calm and steady pace for the meeting

14. GROUND RULES • RIGHT TO PRIVACY • ALL PARTICIPANTS WILL BE TREATED WITH RESPECT • ONLY ONE PERSON WILL SPEAK AT A TIME • EVERYONE WILL HAVE AN OPPORTUNITY TO SPEAK AND ASK QUESTIONS • TIME FRAME • PLUS…

15. YOUR TDM INTRODUCTION PRACTICE TIME

16. IDENTIFY THE SITUATION Handout 10-7 • Define the Concern(s); • Assure the situation is defined as completely and accurately as possible • This is a very brief stage – What was the situation that prompted the meeting?

17. YOUR IDENTIFICATION OF THE SITUATION PRACTICE TIME

18. ASSESS THE SITUATIONHandout 10-8 • Assure full evaluation of risks and strengths • Encourage full disclosure • Clarify facts from opinion • Summarize, identify and link differences and common ground

19. ASSESSING THE SITUATIONHandout 10-9 Concerns should be talked about FIRST so that strengths can be directly related to concerns presented CONCERNS • Ask participants to be behaviorally specific • Explain “how” and “why” it is unsafe or a risk factor STRENGTHS • Strengths that can help mitigate/lessen the concerns • Strengths that can be protective factors

20. YOUR ASSESSING OF THE SITUATION PRACTICE TIME

21. BRAINSTORMING GUIDELINESHandout 10-11 and 10-12 • Brainstorm, don’t evaluate or judge • Anything goes, be creative • Ensure ALL ideas are charted • Include EVERYONE • Quantity not quality • Hitch hike combinations and improvements DON’T EVALUATE IDEAS!!

22. Develop Ideas related to the decision that must be made. The questions to ask are: • What ideas do we have to address the concerns that have been identified? • How can we utilize the strengths that have been identified? IDEAS SHOULD BE IN THREE CATEGORIES: • Placement/custody • Actions to provide safety • Services to Reduce risk and support placement

23. YOUR DEVELOPMENT OF IDEAS PRACTICE TIME

24. Consensus Decisions Handout 10-13 Start with the least restrictive placement/ custody suggestion. Reality Test - can this suggestion provide protection and safety? If YES, then look at what services/supports are needed to make it work.

25. Consensus Decisions Handout 10-13 If NOT, ensure an explanation is given (doesn’t have to be the facilitator giving it) as to why not, before moving to the next level of restrictiveness for consideration. This ensures that the team is truly examining what is the least restrictive/ least intrusive way of keeping this child safe.

26. REACHING A DECISION • IF MEMBERS DO NOT AGREE FACILITATOR MUST ASK THEM “ WHAT WOULD IT TAKE/WHAT DOES THERE NEED TO BE IN PLACE FOR YOU TO FEEL COMFORTBALE WITH DECISION? • CHECK – CAN MEMBERS SUPPORT THE DECISION?

27. Using Idea Chart To “Reach a Consensus Decision” Handout 10-14 Decision Ideas If Yes: ALWAYS begins with: Actions to Provide Safety, Services (to Reduce Risk) and Supports for Stability Least Restrictive Placement Suggestion "Can This Placement Provide Safety and Protection?" If No: Ensure Explanation – Why Not? Examine Next Level of Care

28. Levels of Decision Making

29. YOUR REACHING A CONSENSUS DECISION PRACTICE TIME

30. REVIEW PROCESSHandout 10-15 • WORKER MAKES DECISION WHEN LACK OF CONSENSUS BETWEEN PARTICIPATING STAFF • ONLY PARTICIPATING AGENCY STAFF CAN ASK FOR A REVIEW • REVIEW CAN BE REQUESTED BY AGENCY STAFF ONLY • DUTY TO REQUEST A REVIEW IF BELIEF THAT DECISION PUTS CHILD AT RISK OF HARM, VIOLATES LAW/ POLICY, OR IS NOT LEAST RESTRICTIVE/LEAST INTRUSIVE

31. REVIEW PROCESS Handout 10-15 • TIMELY REVIEW WITH ADMINISTRATIVE PERSONNEL • NOTIFICATION OF INTENTION TO REQUEST A REVIEW SHOULD BE MADE IMMEDIATELY. • DECISION BY ADMINISTRATOR BECOMES OFFICIAL AGENCY POSITION • AGENCY STAFF ACCEPTS OWNERSHIP AND IMPLEMENTATION RESPONSIBILITY FOR DECISION

32. REVIEW PROCESS AND THE FAMILY • When there is an Review, how do we help the family during this period of increased ANXIETY? • How do we EXPLAIN to the family what is happening and why the decision is being reviewed?

33. EXPLAINING THE REVIEW TO THE FAMILYHandout 10-16 • REFRAME THE REASON • CAREFUL • RIGHT DECISION • THE LEAST HARMFUL • PROTECT THE CHILD(REN) • ACKNOWLEDGE • FEELINGS. • EXPLAIN • HOW • WHO • WHEN • WHO • DEVELOP • AN INTERIM PLAN IF NECESSARY

34. RECAP/ EVALUATION/ CLOSING Handout 10-17 to 10-19 • CHECK UNDERSTANDING • COMPLETE ACTION PLAN/SAFETY PLAN • ASK/ RESPOND TO QUESTIONS • ENSURE EMOTIONS/ RESPONSES ADDRESSED • SET FURTHER MEETING DATES • APPROPRIATE CLOSING • THANK THE MEMBERS OF THE GROUP

35. YOUR RECAP/ EVALUATION/ CLOSE PRACTICE TIME

36. AFTER THE MEETINGHandout 10-20 • COMPLETE NOTES • GIVE FEEDBACK TO STAFF • RECEIVE FEEDBACK • COACH; SHARE POSITIVES • COMPLETE DATA COLLECTION

37. FEEDBACKHandout 10-21 • FEEDBACK IS GIVEN TO BE HELPFUL AND TO BENEFIT • THE RECIPIENT OF THE FEEDBACK IS READY • FEEDBACK IS DESCRIPTIVE, NOT A JUDGMENTAL PERCEPTION • FEEDBACK IS GIVEN IN A TIMELY MANNER, THAT IS, AT THE TIME OF THE OBSERVATION OR SOON THEREAFTER • INFORMATION ADDRESSES CONCERNS THAT THE RECEIVER IS CAPABLE OF CHANGING • THE INTENDED MESSAGE IS THE MESSAGE THAT IS RECEIVED • ALTERNATIVE BEHAVIORS ARE EXPLORED • FEEDBACK IS GIVEN ON POSITIVE BEHAVIORS, NOT JUST NEGATIVE ONES

38. TDM INDICATORS AND OUTCOMESHandout 10-22

39. GOOD NIGHT SEE YOU TOMORROW AT 9AM