Training in Context: Advancing Program and Policy through Training

1. Training in Context: Advancing Program and Policy through Training Laurie Drabble, Ph.D. Brenda L. Underhill, MS, CAC

2. Training in Context: Linkages to... • Policy • Program • Outcomes for People

3. Sources • Review of literature • Needs assessment conducted in multiple counties in California • In-depth needs assessment in one large California County

4. Linkages to Policy • Cross-system response to federal, state, or local policy mandates • Clear organizational policies and job performance expectations • Management level collaborative team for planning, problem solving, and systems intervention • Formal memorandum of understanding (financial and procedural)

5. Linkages to Program • Screening • Assessment • Treatment/case planning • Communication, client releases, and confidentiality between systems • Case conferencing and case management • Interface with other systems (family court, other criminal justice, other social service)

6. Linkages to Outcomes for People • Outcomes for child safety and permanency • Outcomes for treatment/family recovery • Outcomes for staff performance • Outcomes for interagency functioning through line staff and management

7. Questions to Explore • What needs to be addressed in training? • How should training occur to meet the needs of adult learners and to impact performance? • What are the barriers to effective training and cross training and how might these be addressed? • What is the role of county & state agencies?

8. Content Areas Checklist: Both Fields • Confidentiality laws • The “language” of the other system • Interface and conflicts in system/client time frames • Case management (from each perspective) • Cultural competence • Dynamics of AOD abusing families; impact on parenting; family interventions • Values, primary focus, intersection of fields

9. Perceived Prognosis for families in AOD Data from Collaborative Values Inventory (n=520)

10. Perceived Prognosis for families in CWS Data from Collaborative Values Inventory (n=520)

11. Systems Child welfare systems and mandates; child abuse reporting law Concurrent planning, adoption law, dependency court timelines and reporting requirements Multidisciplinary case management, family conferencing, other local opportunities for shared case planning Practice Child abuse reporting law Child development/ impact of AOD abuse Assessment of family issues/family treatment/ parenting and age appropriate discipline Treatment planning and parenting, alternative care, or relinquishment Content Areas Checklist: Substance Abuse Field

12. Systems Modalities, mandates, structure and requirements of local programs AOD confidentiality regulations Treatment systems (including matching to needed level of care, evidence based interventions) AOD prevention and treatment for youth Practice Effective screening, assessment & referral Engagement and motivational interviewing Neurobiology/physiology & dynamics of use, abuse, addiction Process of recovery and relapse prevention Initial and continued assessment of all family members Content Areas Checklist: Child Welfare Field

13. Training to Specific Collaborative Programs • Training/learning opportunities in specialized topics related to working across systems • Training in emerging evidence-based approaches that might be adopted or adapted to model/program • Training/Coaching to facilitate expert practitioners to provide technical assistance and training to colleagues in other disciplines • Integration of practice-based learning opportunities

14. Training in the Context of Adult Learning • Adults need to know why they need to learn something • Adults need to learn experientially • Adults approach learning as problem-solving • Adults learn best when the topic is of immediate value (Knowles, 1984)

15. Training Strategies • Use of “real experts” • Active training • Useful training materials • Facilitation of supervisor support • Strategies to address values/attitudes • Use of interdisciplinary training teams • Training to develop specific plans

16. Active Training Approaches • Demonstration and explanation of skills, practicing skills, constructive feedback • Simulations and role-plays (modeling and practice of specific skills) • Reflective activities • Critical incidents • Use of other visual and audio methods • Facilitated discussion (encourage expression of attitudes/beliefs and capitalize on the expertise of members

17. Training into Practice • Post-training skills deteriorate or shift without refreshers, corrective feedback and organizational support • Knowledge/attitude gain does not translate into skill gain • Skills maintenance is related to organizational support and supervision • Refreshers that offer retraining, practice and error correction are key to maintaining knowledge and skills (Michael Nunno, DSW, Family Life Center, Cornell University)

18. Attitudes and values of workers Systems level values conflicts Out of date theories and frameworks Addressing “what’s in it for me” Scarcity of resources Insufficient pre-employment training (e.g., MSW education in substance abuse) Barriers to Effective Training and Cross Training Drabble & Underhill (2002)

19. Work-Related Events Lack of time/resources Coworker dependent Worker skill Lack of management support/approval Emergencies Doing other’s work Paperwork Client Characteristics Denial/dishonesty Missed appointments Resistance Personal/Family Events Family illness Personal illness Gregoire, T.K. (1994). Assessing the benefits and increasing the utility of addiction training for public child welfare workers: A pilot study. Child Welfare LXIII(1), 69-81) Obstacles to Implementing Training Goals

20. Roles of County & State Agencies:Links to Policy • Provide a forum for examining the impact of new policies on the field • Develop cross systems response to address policies - including training and cross-training • Weigh in on policy impacting the field • Gather/disseminate data to inform policy

21. Roles of County & State Agencies:Links to Program • Serve as a resource for appropriate program “tools” for the field • Import information about useful training models within/between states. • Disseminate information about training resources • Identify/support training expertise in AOD system • Train state staff for state level program goals

22. Roles of County & State Agencies:Links to People • Identify expected outcomes and ways to evaluate cross-systems training efforts • Disseminate models for post-training performance evaluation • Seek resources needed to obtain and retain staff in the system • Lead by example - create internal support for staff work related to advancing training and collaboration

23. Key Resources • Children and Family Futures www.cffutures.org • National Center on Substance Abuse and Child Welfare link; link to other resources • National Clearinghouse on Alcohol and Drug Information (NCADI) http://ncadi.samhsa.gov/ • Treatment Improvement Protocols and Technical Assistance Publications • National Clearinghouse on Child Abuse and Neglect Information http://nccanch.acf.hhs.gov/ • The Child Welfare-Substance Abuse Connection: A Compendium of Training Curricula and Resources