CHILD AND FAMILY DISASTER RESEARCH TRAINING AND EDUCATION

1. CHILD AND FAMILY DISASTER RESEARCH TRAINING AND EDUCATION

2. Federal Sponsors NIMH National Institute of Mental Health NINR National Institute of Nursing Research SAMHSA Substance Abuse and Mental Health Services Administration

3. Principal Investigators Betty Pfefferbaum, MD, JDUniversity of Oklahoma Health Sciences Center Alan M. Steinberg, PhDUniversity of California, Los Angeles Robert S. Pynoos, MD, MPHUniversity of California, Los Angeles John Fairbank, PhDDuke University

4. Team Building DRT National Faculty: Harold Ledford,PhD Adopted/adapted/modified by Randal Beaton, PhD, EMT University of Washington Schools of Nursing and Public Health and Community Medicine

5. School of Public Health and Community Medicine Northwest Center for Public Health Practice Pacific Northwest Local Multidisciplinary Research Team School of Nursing Alaska State Dept. of Health & Social Services WA State Department of Health State of Oregon Public Health Division Region X US Public Health Service

6. Pacific NW Members and Affiliations Alaska State Department of Health and Social Services • Rick Calcote —Disaster Plan and Response Coordinator • Dr. Robert Hammaker, Supervisor State of Oregon Public Health Division • Catherine Southern- Public Health Educator—Preparedness Public Health Seattle-King Country- Onora Lien- contact • Michelle McDaniel, Disaster Mental Health Planner • Lenore Rubin, Child Psychologist • Susan Barkan, Epidemiologist • Karen Snyder, Epi Planning and Evaluation

7. Pacific Northwest LMRT Members (cont) American Red Cross—Seattle-Skagit Chapter • Tisha Taylor, Clinical Psychologist University of Washington- Randy Beaton—lead • Janine Jones- Asst. Professor, College of Education • Suzette Bramwell- graduate student, School of Nursing Washington State Department of Health- • Margaret Hansen- Preparedness section Washington State Department of Social and Health Services • Karie Castleberry

8. Pacific Northwest LMRT Members (cont) Maternal and Child Health Program- UW Department of Health Services— • Colleen Huebner, Assoc. Professor, Director Harborview Center for Sexual Assault and Traumatic Stress • Lucy Berliner, Director Regional X US Public Health Service— • Patrick O’Carroll, Regional Health Administrator* Northwest Portland Area Indian Health Board • Erin Moran, Training and Outreach Coordinator* • Ticey Casey, Program coordinator

9. Learning Objectives After participating in the Team Building training, participants will be able to: • Identify benefits of team building • Understand the value and drawbacks of working as a team • Understand the vital role that teams play in building networks and/or communities to accomplish tasks that have broad based support • Develop capacity to conduct post-disaster research • Develop skills for effective team building

10. Disaster Research Training Mission Enhance the nation’s capacity for conducting rapid post-event disaster mental health studies for children and families

11. Overarching DRT Goals • Form a Local Multidisciplinary Research Team • Generate understanding of child and family focused research activities needed in the aftermath of a disastrous event • Facilitate discussion of research project implementationamong experts and administrators from various disciplines and agencies

12. What is a team?

13. Teams and Team Work • Give examples of some teams you work with &/or lead currently (or in the past).

14. Teams and Team Work • Give one or two examples of teams working well together– when everything clicked • What made these teams so effective?

15. Teams and Team Work • Give an example of when team work was ineffective in accomplishing some goal. • Why?

16. What is the single most important characteristic of effective teams? • Problem solving capabilities • Member relations • Communication • Egalitarian mode

17. What are inherent strengths of teams and teamwork? • Can draw upon team member strengths, expertise and resources • Member strengths may complement those of other team members • Diverse teams bring diverse perspectives to the table • Teams have strength in numbers– when one or members are fatigued another team member can carry the torch • Others?

18. What are some drawbacks to teams? • Group think– team norms may narrow focus and result in uncritical analysis of options • Team and team members may punish, shun or exclude outliers • Team members need to relinquish some latitude and control over outcome and process • Others?

19. Team Member Development • Most people are not born with skills that affect team functioning – they are learned over time; learning teams skills require: • Understanding component behaviors • Perception of the value of the skills • Practice • Feedback • Encouragement through success • More practice

20. Characteristics (Building blocks) of Effective Team Members Supportive to Achieve Results Goal of a Mission in Mind Open to Ideas Processes to Get Ideas Solved Committed to a Goal Contributes to Others Seeks Success Recognize and Respect Differences in Others Listen and Share Information Solves Conflict Contributes to Ideas and Solutions Commits and Participate Fully Stays in Touch With Team Members WIN-WIN SITUATION

21. How Team Members Communicate WIN WIN I’M OK YOU’RE OK OUR WAY MY WAY YOUR WAY I WIN YOU LOSE I’M OK YOU’RE NOT YOU’RE OK I’M NOT YOU WIN I LOSE NO WAY I’M NOT OK YOU’RE NOT OK LOSE LOSE

22. Team Development Questions • What is the purpose of a team? • Who does what? Roles- • How do we work together? • What happens when the “going gets tough”? • How do we know when the task is complete?

23. Team Development • Team cohesiveness and effectiveness take time to develop - The Railroad Model - provides a schematic view of teams and their development over time After Tuckman, 1965 Developmental Sequence in Small Groups, Psych. Bulletin, 63, 384-399

24. How Teams Develop and Grow BELIEF COMMITMENT SOCIAL-process PRODUCT-task TRUST OPEN CLOSED

25. Railroad Model • The Railroad Model is applicable to all teams • All participants enter the potential team experience as separate entities with closed minds and behavior • Effective teams proceed up the Railroad, maintaining a balance between the Product and Process “rails” as progress toward the goal is accomplished • The Product/Task side of the Railroad includes concrete accomplishments • The Process/Social side of the Railroad addresses the dynamics that were operating as the Product/Task was developed and implemented

26. Four Stages of Team Progression 1. FORM • During the first stage of team development, individuals are just coming together as members of a team or team; little work is accomplished. This is a period is characterized by: • Behavior/dependence testing on formal or informal leadership • Limited participation • Anxiety • Fear • Complaints about organizational structure Tuckman, 1965

27. Team Progression 2. STORM • Team members may become insistent upon expressing individuality and resist team formation; not much work is accomplished. This stage is characterized by: • Competition • Disunity • concern over excessive work • establishment of unattainable goals • establishment of a hierarchy (pecking order)

28. Team Progression 3. NORM • Members accept the team and the team norms; a moderate amount of work is accomplished. Characteristics of this stage include: • Attempts to achieve harmony • High level of confiding in team members • A sense of cohesiveness

29. Team Progression 4. PERFORM • The team has established its interpersonal norms and becomes an entity capable of solving problems and making decisions; a great deal of work is accomplished

30. Effective Teams • An effective team does not just happen. Time and effort goes into the development and functioning of effective teams. • Real teamwork in the communities is more than just a philosophy of cooperation. It is the result of careful planning and orchestration, and requires the commitment of all involved • The principles of teamwork which encourage initiative, cooperation, communication, and coordination are being applied in many areas. After Johnson & Johnson (2002) Joining Together: Group Theory and Skills (8th edition)

31. Effective Teams • Interaction of two or more individuals who: • Perceive themselves as belonging to the team • Are interdependent – an event which affects one, affects all • Pursue common goals • Are motivated to be part of the team • Participate with each other under a system of rules and norms • Influence each other

32. Effective Teams • Effective teams have three core activities: • Accomplishment of goals • Internal maintenance • Develop and change to improve effectiveness

33. Dimensions of Effective Teams • Team goals are mutually developed and clearly understood by entire membership • Members are committed to achieving the goals • “Two-Way” team member communication • Openly expressed ideas and feelings • All members are involved in participation and leadership • Resources of members are used to the fullest

34. Dimensions of Effective Teams • Individual situations determine the decision-making procedures • Team discussions are encouraged and consensus is sought on major issues • Power is shared by all members and is based on expertise, information, and ability • Power is not based on an automatic relegation to a member because of a traditional position of authority

35. Dimensions of Effective Teams • Conflicts, ideas and opinions are encouraged • Minority opinions are accepted and used • Conflicts are negotiated and resolved in a manner that is satisfying to all members • Cohesion of members is based on acceptance and trust

36. Results of Effective Team Work • Improves outcome of a task • Maintains consistent communication • Solves conflict • Reduces error • Builds strong relationships • Promotes responsibility • Facilitates accomplishment of a task

37. Decision-Making Process in Teams • Decision making ranges from a totally autocratic process to agreements from each individual members • Variables which might affect the decision-making process include: • Time available • Importance of the decision • Follow-up which may be a result of the decision • Degree of commitment to the decision needed from the team

38. Decision-Making • Decision By Authority • Efficient when time is a crucial factor • Often not effective for lack of upfront team involvement • Decision By Expert • Expert will know more about the problem • Deciding which individual is the expert is often difficult • Team members may have experience and knowledge

39. Decision-Making • Decision By Minority • Two or more members who make up less than 50% of the team • Often used in forming committees to make a decision for the entire team • Problems may arise when their decision is final • Often, the majority of team is uncommitted

40. Decision-Making • Decision By Majority Vote • Commonly used • Efficient • Decisions require difficult commitment of all members • Voting results in team division of winners causes and losers

41. Decision-Making • Decision By Consensus • Most effective method • Requires the most time. • Everyone agrees with the decision • Requires each member to present and discuss opinions • Requires careful listening and effective communication • Produces innovative and high quality decisions

42. : Decision by Consensus • Guidelines for achieving consensus include: • Listen to and carefully consider reactions and differences of opinions • Avoid arguing blindly to support your position. • Avoid changing your mind merely to avoid conflict. • Consider alternatives which are acceptable to all members • Encourage participation of each member

43. Setting Team Goals • Team goals • Combination of team members individual goals • Goal structures can be cooperative • Promotes high interaction among members • Competition fosters low team interaction • Individual goals promote little or no team interaction

44. Effective Goals • Variables of effective goals • The extent to which goals are specific • Operationally defined • Countable • Observable • The extent to which team members see the goals as • Meaningful • Attainable • Availability of necessary resources need for goal accomplishment Joining Together: Johnson & Johnson,2002

45. Conflicts Within Teams • Conflict • Will always occur • Arise from varying opinions and feelings • Seldom avoided • Absence indicates apathy/noninvolvement- AKA “dead group”

46. Conflicts Within Teams • Conflict • Value if managed constructively • Promotes awareness of problems • Encourages change • Increases motivation • Conflict Resolution • Reduces underlying tension • Promotes team unity

47. Have you learned lessons only of those Who admired you, Were tender with you, and Stood aside for you? Have you not learned great lessons from those Who braced themselves against you, and Disputed the passage with you? Walt Whitman, 1860