400: instructor guide developed by: the pennsylvania child ... · the pennsylvania child welfare...

The Pennsylvania Child Welfare Resource Center University of Pittsburgh, School of Social Work

403 East Winding Hill Road Mechanicsburg, PA 17055

Phone (717) 795-9048 Fax (717) 795-8013

400:

Caseworker Safety and Responsiveness in Child

Welfare Practice

Instructor Guide

Developed by:

Service Access & Management, Inc.

And:

The Pennsylvania Child Welfare

Resource Center

University of Pittsburgh,

School of Social Work

March 2016

Copyright 2016, The University of Pittsburgh

This material is copyrighted by The University of Pittsburgh. It may be used freely for training and other

educational purposes by public child welfare agencies and other not-for-profit child welfare agencies

that properly attribute all material use to The University of Pittsburgh. No sale, use for training for fees

or any other commercial use of this material in whole or in part is permitted without the express written

permission of The Pennsylvania Child Welfare Resource Center of the School of Social Work at The

University of Pittsburgh. Please contact the Resource Center at (717) 795-9048 for further information

or permissions.

Project Leads

Ron Frederick

Katie Jones Pomeroy

Eliza White

Instructional Design Team

Maryann Marchi

Elizabeth Neail

Monica Teles-Carr

SAM, Inc.

Acknowledgements The University of Pittsburgh would like to thank the following people for their assistance

in the creation of 400: Caseworker Safety and Responsiveness in Child Welfare Practice:

All the dedicated employees at SAM, Inc.

and

Jenny Gardner PA Child Welfare Resource Center

Crystal Bittinger PA Child Welfare Resource Center

Mike Danner PA Child Welfare Resource Center

Kimberly Deiter James PA Child Welfare Resource Center

Jenn Kerr PA Child Welfare Resource Center

Jeffrey Fenice PA Child Welfare Resource Center

P.J. Lundgren PA Child Welfare Resource Center

Lisa Kessler PA Child Welfare Resource Center

Joseph Haney PA Child Welfare Resource Center

Agenda for 3-Hour Workshop on

400: Caseworker Safety and Responsiveness

in Child Welfare Practice

Estimated Time Content Page

10 minutes Section I:

Introduction 1

2 hours Section II: Simulations

4

45 minutes Section III:

Large Group Debrief 28

5 minutes Section IV:

Closing 32

400: Caseworker Safety and Responsiveness in Child Welfare Practice

The Pennsylvania Child Welfare Resource Center 400: Caseworker Safety and Responsiveness in Child Welfare Practice

Instructor Guide, Page 1 of 33

Section I: Introduction

Estimated Length of Time: 10 minutes

Corresponding Learning Objective:

NA

Section/ Task Objectives:

Identify the workshop learning objectives and agenda

Trainer Notes for Section 1:

The facilitator, supervisors, role players, and safety experts will all use this guide to direct their engagement with participants. Please do not show or offer this guide to current or future participants. If there are observers in the room, the facilitator and/or supervisor should introduce them and explain or have them explain the purpose for their observation. At the beginning of each training session, the facilitator and supervisors should remind participants that this is not a physical simulation. The participants should not come into physical contact with the role players under any circumstances.

Materials Needed

Participant Guide (PG) (pages 1 - 2)



Section I: Introduction

Instructor Materials Time Instructor Notes Step 1

Introduce Section Say: Hello and welcome Do:

Introduce yourself and review your qualifications

Share housekeeping information and orient participants to training facility: location of restrooms, etc…

1

Step 2

Training Agenda Do: Distribute or direct participant’s attention to the Participant Guide Say: The Participant Guide has information you will need throughout the day. Please take it with you to each portion of the training. Say: The supervisors and safety experts will be filling out observation forms during your simulation sessions. These forms will be collected and taken back to your agency to be used for future TOL sessions and/or professional development opportunities. If you have questions about this, please see your supervisor. Do: Review the agenda, learning objectives, competencies

PG, p.1

PG, p.2 (Learning Objectives / Agenda)

1

Step 3

Review Pre-work Do: Prepare participants to introduce themselves.

6



Some sessions may have one county represented, while others will blend counties. Say: You were tasked with completing pre-work prior to this session (not applicable during pilot). As you introduce yourself, please share your name as well as one thing you remember from the pre-work or one additional thing you have learned from your experience about safety in the field. Do: Respond positively to the knowledge and experience participants bring to the room.

Step 4 Pennsylvania Practice Model Do: Refer participants to PG, p.3: Pennsylvania Child Welfare Practice Model. Say: On page # in your PG you will see the Pennsylvania Child Welfare Practice Model arch. Through this simulation session, you will be asked to consider three aspects of the practice model: engagement, assessment, and cultural awareness and responsiveness. You will have a chance after each simulation to consider how you and your partner employed these important skills and values.

PG, p.3

2




Section II: Simulations

Estimated Length of Time: 2 hours


Identify safety risks to themselves and others Demonstrate an appropriate response to the identified safety risks Employ practice model skills and values Examine the simulation experience with a supervisor and safety expert to identify

what went well and what they would do differently next time


Employ engagement skills,

Demonstrate cultural competency

Employ assessment skills

Identify general substance abuse, domestic violence, and mental health issues

Trainer Notes for Section II:

Remind participants and supervisors that the focus of this training is personal safety (not safety assessment). Participants may have different opinions about the case specifics. It is the role of the trainer, safety experts, and supervisors to keep the focus on meeting the objectives of this course. You may need to ensure that caseworker pairs going through the simulations are sharing the responsibility of being the “lead” in each scenario. Pairs should either take turns leading the conversation/questioning or work together to ask questions and gather information.

Materials Needed

Station #1 o Acetone o Drano o Batteries o Sudafed and Demazin packets o A bucket of water o Bug spray o Power tools

Station #2 o Fake dog feces o Empty cereal boxes o Empty whiskey bottles o A whiskey bottle with iced tea o Rotten food o Trash




Station #3 o A baby doll wrapped, with bugs and bites on its skin, laying in a crib o Hypodermics o Dope kits o Lighters o Candles o Marijuana pipes o cockroaches o Empty cans o Bottles with spoiled milk




Step 1 Simulations Do: Use the ideas, energy, and engagement from participant introductions to propel them into the value of learning and practicing safety skills. Say: Simulations can create real-to-life situations without the real life consequences. Use this time and space to practice your skills. Say: Because simulations mimic real-life situation, if there is ever a time you are feeling uncomfortable or overwhelmed, please ask the safety expert/supervisor to pause the simulation so that you can either leave the room or continue in an observer capacity. Do: Direct participants to PG, p.5 (Simulation Flowchart) Say:

There are three stations set up here today. You will move through the stations in groups of 4.

Two of you will enter a simulation at a time.

While the other two in your group are in the simulation you will be either reviewing the referral information for the next simulation or recording lessons learned from the last simulation.

A supervisor will be traveling with each group from station to station. After each simulation you will debrief the experience with a safety expert and supervisor.

After everyone has completed all three simulations we will regroup in this room to debrief together.

Do: Direct participants to PG, p.6 (Simulation Instructions and Goals). Say:

PG, p.5

(Simulation

Flowchart)

PG, p. 6 (Simulation Instructions and Goals)

PG, p.7 (Sample Observation Form)

PG, p. 8-10 (Family Referral Information and Notes Page)

TR 1 (Harris Family Observation Form)

TR 2 (Ali Family Observation Form)

TR 3 (Baily Family Observation Form)

PO1 (Station 1)

PO2 (Station 2)

PO3 (Station 3)

2 hours



In each simulation you are child welfare

professionals responding to a referral

You will have referral information for each

simulation. Be sure to read this before

engaging in the simulation.

The three main goals for your interaction are

to:

o Employ practice model skills and

values, like engagement, cultural

competence, and assessment

o Identify safety risks to yourself and

others

o Demonstrate appropriate responses to

the identified safety risks

As you prepare, discuss a plan with your

partner

Approach the home and assess safety

If safe:

o Initiate contact with family

o Address safety risks identified in the

referral and those you identify on the

visit

You will have 12 minutes in the simulation

exercise

Do: Direct Participants attention to PG, p.7 (Sample Observation Form) Say:

This is a model of the observation form supervisors and safety experts will use to assess your performance and provide feedback.

Notice in light gray are the three main goals



Underneath are goals more specific to each simulation; you will not know these in advance

Do: Direct Participants to PG, p.8-10 (Family Referral Information and Notes Page) Say: This is where you will find the referral information for each simulation. Ask: What questions do you have? Do:

Hang PO 1, 2, and 3 in the corresponding simulation areas

Divide participants into pairs and cohorts and assign them starting points

Display on a flipchart the progression of groups from one station to the next.

Group A Group B Group C

9:10am Station 1 (111 Main St)

Station 2 (222 Main St)








Simulation: Section 2, Step 1

Purpose of

simulation

Simulations are designed to create real-to-life situations without the real life consequences. This safe environment allows participants to practice and develop key skills, including critical thinking, decision making, analysis, and problem solving. An important aspect of simulation is the feedback a participant receives, both as the natural consequence of their actions during the simulation, as well as a structured feedback session immediately after each simulation and large group debrief the end of the training. Using the limited information in the referral the participant will plan, conduct, and document an initial interview with anyone



present in the home. The participant will practice assessing their own safety as well as the safety of those in the home, core practice skills like engagement, and gathering information through effective questioning.

Instructions

and goals

Instructions:

In this simulation you are child welfare professionals responding to a referral

Read the referral information

Remember the three main goals for your interaction (below)

Discuss a plan with your partner

Approach the home and assess safety

If safe, initiate contact with family

Address safety risks identified in the referral

Address safety risks you identify while on the visit

Be sure to employ practice model skills and values, such as engagement, assessment, and cultural competency

You will have 12 minutes in the simulation exercise

Goals:

Employ practice model skills and values

Identify safety risks to yourself and others

Demonstrate appropriate responses to the identified safety risks



Simulation

flowchart



Station #1: Harris Family

Purpose of

Simulation

Using the skills of engagement and assessment, we would like participants to identify and appropriately respond to the following safety risks: Adult functioning is personally and presently influenced by substance abuse and mental health (Evidence of meth production and suicidal behavior).

Set-up and

Alternatives

The home environment will be set up with the following props in a manner that should prompt the training participant to make certain appropriate inquiries and observations related to the learning objectives for this session.

Materials used in meth production such as: o Acetone (fingernail polish remover) o Drano o Cut apart batteries o Sudafed and Demazin packets

Preferably a second room or at least a place blocked off from exits to ‘draw participants’ into

A knife

Environmental hazards such as described below that are placed to be accessible to a 3 year-old-child o A bucket of water o Bug spray o Power tools

Referral

Information

Date: 10/1/15 Time: 08:45am Response time: 24 hours

Referral Source: Anonymous neighbor Child: Dante, age 3

Mother: Linda Harris, Age 31 Father: Ernie Harris, age 27

Address: 111 Main St., Your Town PA

Allegations: On 10/1/15 the Agency received a referral from an anonymous female neighbor regarding Mr. and Mrs. Harris and their child. The referral source reported that she is a neighbor and lives directly next door to the family. The referral source reported that there is constant traffic in and out of the home at all hours of the day/night. The people coming to the home “look like drug addicts.” The referral source sees the child outside often without any adult supervision. Two days ago the child was seen outside with no shoes or coat on and he was running in and out of the street. Last night the child came to the referral source’s home asking for food and he said that his parents were asleep at home. The referral source was asked if she thought to contact the police to report any of these concerns, but she said that she did not because she doesn’t want to get involved.

Role Player The Role: Ernie Harris, age 27, father of Dante.



Notes Family History and Functioning Information on your family situation and functioning, including what’s happening at the time of the simulation.

Your wife just left you; She took your 3-year-old son, Dante

You recently lost your job

You are chronically addicted to meth; You run a meth lab in your home; People come to your home to purchase the meth

You are coming off of meth at the time of the interview and in a real “low”; very depressed.

You are suicidal and discuss it openly with participants

At one point in the scenario you try to draw the participants deeper into the house Script:

While some improvisation is expected, certain marks must be hit each time to offer each participant a comparable opportunity to meet their goals. Please note key components of the simulation on the left and their associated Learning Points and If-Then Prompts on the right.

Upon approaching the door, the participants will be exposed to materials commonly used in meth production.

Learning Point:

Identify safety risks to themselves and others: o Identifies materials used for meth production before entering home

Demonstrates appropriate responses to the identified safety risks: o Upon identifying materials used for meth production, they leave

immediately o Upon identifying materials used for meth production, call supervisor and/or

police

If/Then:

Desired Behavior: Participants should identify meth materials before entering the home, leave immediately, and call their supervisor and/or the police

o If the participants identify meth materials before entering the home, then the supervisor observer should provide positive feedback and ask the participants to return to the door and proceed with the simulation

o If the participants do not identify the meth materials or identify the meth materials but proceed to knock on the door, do not interrupt the simulation. Wait until the end when providing feedback and discuss the missed opportunity.



Ernie comes to the door and waits for the participant introduction and explanation.

Learning Point:

Employ practice model skills and values: o Employs engagement skills to build rapport and trust as evidenced by their

ability to effectively communicate with the parent and enter the home.

If-Then:

Desired Behavior: Participants should engage the caregiver in a respectful manner and clearly explain their purpose.

o If the desired behavior is demonstrated, allow participants into the home o If the desired behavior is not demonstrated, refuse participants entry.

If refused entry, the supervisor observer will inform the role player and participants that they can proceed as if they were granted entry.

Ernie expresses that he is suicidal. Explain that you have attempted suicide in the past due to chronic meth addiction.

Learning Points:

Identify safety risks to themselves and others: o Recognizes suicidal behavior

Demonstrates appropriate responses to the identified safety risks: o Upon recognizing suicidal behavior, contacts the proper authorities

Employ practice model skills and values o Employs assessment skills to respectfully and effectively communicate with

parent and identify safety risks

If-Then:

Desired Behavior: Participants identify suicidal behavior and further assess the situation with questions that identify it as a safety risk. After the interaction participants should contact the proper authorities.

o If the desired behaviors are demonstrated, Ernie will express appreciation. o If the desired behavior of identifying suicidal behavior is not demonstrated,

the observing supervisor will make a note to discuss the missed opportunity after the simulation.

o If the desired behavior of assessing the situation with respectful and



effective questions is not demonstrated, Ernie will express frustration. o If the participants do not contact the proper authorities, the observing

supervisor will make a note to discuss the missed opportunity after the simulation

Ernie tries to convince participants to move deeper into the house to areas without an easy exit

There is a knife in the home

Learning Points:

Identify safety risks to themselves and others: o Recognizes safety risk of being lured into an area of the home without a

purpose and without an exit strategy

Demonstrates appropriate responses to the identified safety risks: o Maintains access to exits

If-Then:

Desired Behavior: Participants will recognize the safety risk of being lured into an area of the home without a purpose and without an exit strategy and will maintain access to exits. Participants will notice the knife and keep Ernie away from the knife.

o If the desired behaviors are demonstrated, end the simulation and congratulate participants on recognizing this safety risk.

o If the desired behaviors are not demonstrated, end the simulation and make a note to discuss this missed opportunity during the debrief.

Observation

Form

This is the form supervisors and safety experts will use to guide their observation and debrief.



Instructions: Please note whether the identified behavior under each practice goal was observed in this scene. In the far right column, provide examples that support your mark.

Yes

No

If demonstrated, how? Be specific in identifying what the caseworker said or did that was a strength or concern

Practice Goal: Identify safety risks to themselves and others

Identifies materials used for meth production before entering home

Recognizes suicidal behavior

Recognizes safety risk of being lured into an area of the home without a purpose and without an exit strategy

Practice Goal: Demonstrate appropriate responses to the identified safety risks

Upon identifying materials used for meth production, they leave immediately

Upon identifying materials used for meth production, calls supervisor and/or police

Upon recognizing suicidal behavior, contacts the proper authorities (supervisor, Crisis Intervention, police)

Maintains access to exits

Practice Goal: Employ practice model skills and values

Employs engagement skills to build rapport and trust as evidenced by their ability to effectively communicate with the parent and enter the home

Employs assessment skills to respectfully and effectively communicate with parent and identify safety risks

Employ cultural awareness and responsiveness by demonstrating a tolerant and non-judgmental posture toward the caregiver



Debrief

Guidance

Both safety experts and supervisors will provide feedback immediately after the debrief. Using the specific points in the

observation form and the if/then portion of the script:

Safety experts will primarily address:

The safety risks the participants identified and those they missed

What participants did well in responding to safety risks and what they can consider doing differently next time

Supervisors will primarily address:

Examples of times the participants employed engagement skills well and suggestions for improving engagement (be sure

to reference cultural competency)

Examples of times the participants employed assessment skills well and suggestions for improving assessment

As participants rotate through the simulations, note areas of growth and improvement.

Station #2: Ali Family

Purpose of

simulation

Using the skills of engagement and assessment, we would like participants to identify and appropriately respond to the following safety risks: Caregiver of origin is intoxicated, Vulnerable child is unsupervised or alone for extended period, unsanitary home conditions.

Set-up and

Alternatives


Kitchen

o One area in the room should represent the kitchen, and should show that there is no food in the home

General home

o Fake dog feces

o Empty cereal boxes

o Empty whiskey bottles and one bottle with ice tea inside

o Rotten food and trash

Referral

information

Date: 10/15/15 Time: 07:46am Response time: Immediate

Referral Source: Rachel Jones, neighbor Child: Kyle Ali, age 5

Mother: Michelle Ali, Age 32 Father: Rodney Ali, Age 36 (currently incarcerated)

Address: 222 Main St., Your Town PA



Allegations: On October 15, 2015 a referral was received from Rachel Jones (neighbor) regarding Michelle Ali and her son, Kyle Ali. The referral source reports that she just moved to the neighborhood last week and she went to Ms. Ali’s home last night to introduce herself. Reportedly Ms. Ali invited the referral source into the home, where she observed Kyle running around wearing only a t-shirt and no underwear or pants. The home smelled very strongly of urine and Ms. Jones observed several dogs coming in and out. Ms. Jones observed dog feces, rotten food and trash throughout the home, covering the floors and front porch. Ms. Jones reported that Ms. Ali appeared to be intoxicated, as she was stumbling around and her speech was slurred. There were several empty bottles of alcohol on the floor and kitchen counters. Reportedly Ms. Jones said at one point Ms. Ali told her that Kyle’s father is in jail and she is struggling with some of Kyle’s behaviors, which include urinating in the home and being aggressive toward the dogs.

Role Player

Notes

The Role: Michelle Ali, age #, mother of Kyle Ali. Michelle’s husband and Kyle’s father, Rodney Ali, is currently incarcerated.

Family History and Functioning Information on your family situation and functioning, including what’s happening at the time of the simulation.

Even though it is early in the morning, you have already started drinking

Your husband is incarcerated

You are overwhelmed by Kyle’s picky eating habits (he will only eat cereal), aggression towards the dogs, and habit of

urinating all over the home.

Sometimes you speak derogatively of Kyle.

Script:


Participants knock on the door

Mrs. Ali answers the door, groggy and beginning to

Learning Point:





feel the effects of alcohol

Participants explain their purpose and try to gain access to the home

If-Then:


o If the desired behavior is demonstrated, allow participants into the home o If the desired behavior is not demonstrated, slam the door in their faces.


Inside the home the participant should notice the smell of urine as well as piles of dog feces and garbage around the home

Participants should notice empty alcohol bottles in the home and the impact of alcohol on Mrs. Ali’s current functioning

The participants should empathetically address these safety risks

Learning Point:

Employ practice model skills and values: o Employs assessment skills to respectfully and effectively communicate with


Identify safety risks to themselves and others: o Identifies dog feces and garbage around the home as a safety risk o Identifies empty alcohol bottles in home and the current effect of alcohol on

Mrs. Ali’s functioning

Demonstrates appropriate responses to the identified safety risks: o Empathetically addresses safety risks

If-Then:

Desired Behavior: Participants should respectfully and empathetically address the safety risks of urine, feces, and garbage in the home

o If the desired behavior is demonstrated, Mrs. Ali will open up about her challenges with Kyle’s behavior

o If the desired behavior is not demonstrated, Mrs. Ali will become defensive and irritated.

Participants should request to see child

Mom will say that the child is sleeping

Participants should insist on seeing child

When mom leads them to bedroom, the child is not

Learning Points:

Employ practice model skills o Employs engagement skills to build rapport and trust as evidenced by their

ability to effectively communicate with the parent and enter the home o Employs assessment skills to respectfully and effectively communicate with


Identify safety risks to themselves and others o Recognizes that the mother does not know where the child is

Demonstrates appropriate responses to the identified safety risks



there. Mom says they must have gone to the neighbor’s house.

Mom uses some negative words to refer to Kyle.

o Insists on locating the child as a first priority

If-Then:

Desired Behavior: Participants should request to see the child and, when told the child is sleeping, should insist. When it becomes clear that the child is missing, the participant’s focus should be on locating the child before working through the impact of alcohol on parenting or MS. Ali’s derogatory statements about her child.

o If the desired behaviors are demonstrated, end the simulation and

congratulate participants on recognizing this safety risk.

o If the desired behaviors are not demonstrated, end the simulation and make a note to discuss this missed opportunities during the debrief.

Observation

Form

This is the form supervisor observers and safety experts will use to guide their observation and debrief.



Instructions: Please note whether the identified behavior under each practice goal was observed in this scene. In the far right column, provide examples that support your mark.

Yes

No


Practice Goal: Identify Potential Safety Risks

Identifies dog feces and garbage around the home as a safety risk

Identifies empty alcohol bottles in home and the current effect of alcohol on Mrs. Ali’s functioning

Recognizes that the mother does not know where the child is

Practice Goal: Demonstrate appropriate responses to identified safety hazards

Empathetically addresses safety risks:

Insists on locating the child as a first priority

Practice Goal: General Casework Practice Skills

Employs engagement skills to build rapport and trust as evidenced by their ability to effectively communicate with the parent and enter the home

Employs assessment skills to respectfully and effectively communicate with parent and identify safety risks


Debrief

Guidance

Both safety experts and supervisors will provide feedback immediately after the debrief. Using the specific points in the

observation form and the if/then portion of the script:











Station #3: Bailey Family

Purpose of

simulation

Using the skills of engagement and assessment, we would like participants to identify and appropriately respond to the following safety risks: Caregiver or origin is strung out on drugs, adult within the household is hostile, evidence of bugs in the home and on the child.

Set-up and

alternatives


A baby doll

o wrapped,

o with bugs and ‘bites’ on its skin

o laying in a crib

Drug paraphernalia

o Out in plain view

o Hypodermics

o Dope kits

o Lighters

o Candles

o Marijuana pipes

Messy house

o Cockroaches

o Empty cans

o Bottles with spoiled milk



Referral

information

Date: 10/15/15 Time: 09:30am Response time: Immediate

Referral Source: Lebanon County CYS, Rhonda Williams

Child: Carly Bailey, 6 weeks

Mother: Jennifer Bailey, Age 29 Father: Brian Bailey, Age 34 (location unknown)

Other: Sam Lewis (Mother’s Paramour)

Address: 333 Main St, Your Town PA

Allegations: On 10/15/15 the Agency received a referral regarding Carly Bailey. It was reported that the child was born at Good Samaritan Hospital in Lebanon on 9/02/15 and tested positive for Opiates at birth. The mother admitted to using heroin a total of four times throughout her pregnancy, the most recent being one month before the child was born. The child spent eight days in the NICU going through withdrawal and was discharged to the mother, who resides with the maternal grandparents. Since 9/02/15 the mother has provided three negative drug screens and has been engaged in D&A treatment. This morning the maternal grandmother contacted the Agency and reported that the mother left the home abruptly, taking the baby with her. She reported that the mother may have been under the influence and she is concerned that she has relapsed. Reportedly the mother told the maternal grandmother that she would be going to stay with her paramour in Your Town, Your County and would not be returning. The mother’s paramour has spent time in prison related to drug charges.

Role Player

Notes

The Role: This scenario involves two role players. Jennifer Bailey, age 31, the mother of 5-month-old Carly, and Sam Lewis, age 27, Jennifer’s paramour. Depending on the availability of role players, Sam could be Samantha.

Family History and Functioning: Information on your family situation and functioning, including what’s happening at the time of the simulation.

Jennifer:

You had a child (Carly) 5 months ago that tested positive for Opiates at birth

You claim you used heroin a total of four times throughout your pregnancy, the most recent time being one month

before the child was born

Carly spent eight days in the NICU

When you and Carly were discharged, you went to your mother’s home



You do not know the location of Carly’s father

Since Carly’s birth you’ve been engaged in D&A treatment and provided three negative drug screens

You recently relapsed

You left your mother’s home this morning to live with your paramour, Sam Lewis

You are laying on the couch when the participants enter

You are very dope sick; lethargic

You are either cooperative or uncooperative, depending on how the participants engage you (see script for more

guidance)

The baby is in the room with you but not on you

When asked to do a drug test you initially refuse.

Sam:

Jennifer and Carly came to live with you this morning

When the participants knock on your door you are resistant to you being around; loud and boisterous Script:


Participants knock on the door of Sam’s home

Sam opens the door

Participants explain their purpose and try to gain access to the home

Learning Point:



If/Then:


o If the desired behavior is demonstrated, Sam will be resistant, but will allow participants into the home

o If the desired behavior is not demonstrated, Sam will become hostile and refuse entry.




Jennifer is lying down acting very lethargic.

Participants should notice she is dope sick.

Participants should notice drug paraphernalia

Participants should ask Jennifer to provide a urine screen

Learning Point:



Identify safety risks to themselves and others: o Recognizes that Jennifer is dope sick o Identifies drug paraphernalia

Demonstrates appropriate responses to the identified safety risks o Asks Jennifer and Sam to provide urine screens

If-Then:

Desired Behavior: Using respectful communication to assess the situation, participants should identify drug paraphernalia and recognize that Jennifer is dope sick. Participants should request a urine screen.

o If the desired behavior is demonstrated, Jennifer will be reluctant to agree to a urine screen but eventually cooperate. Sam will be argumentative but managed.

o If the desired behavior is not demonstrated, Jennifer will refuse a urine screen. Sam will be argumentative and rising to the level of hostile; participants should maintain access to the exits.

The baby is in the room.

Participants should ask to see the child.

Jennifer will allow this, but show discontent

Participants should inspect the child thoroughly.

Learning Points:



Identify safety risks to themselves and others: o Identifies bugs and bites on child

If-Then:

Desired Behavior: Participants should respectfully request to see the child. They should thoroughly inspect the child and identify that the child is covered with bugs and bites.

o If the desired behaviors are demonstrated, end the simulation and

congratulate participants on recognizing this safety risk.

o If participants respectfully request to see the child but do not notice the bugs,

end the simulation and make a note to discuss this missed opportunity during



the debrief.

o If the desired behaviors are not demonstrated, Jennifer and Sam will refuse to let the participants see the child. End the simulation and make a note to discuss this missed opportunities during the debrief.

Observation

Form

This is the form supervisor observers and safety experts will use to guide their observation and debrief. Instructions: Please note whether the

identified behavior under each practice goal was observed in this scene. In the far right column, provide examples that support your mark.

Yes

No


Practice Goal: Identify Potential Safety Risks

Recognizes that Jennifer is dope sick

Identifies drug paraphernalia

Identifies bugs and bites on child

Practice Goal: Demonstrate appropriate responses to identified safety hazards

Asks Jennifer and Sam to provide urine screens

Practice Goal: General Casework Practice Skills

Employ engagement skills to build rapport and trust as evidenced by their ability to effectively communicate with the parent and enter the home

Employs assessment skills to respectfully and effectively communicate with the parent and identify safety risks


Debrief Both safety experts and supervisors will provide feedback immediately after the debrief. Using the specific points in the



Guidance observation form and the if/then portion of the script:












Section III: Debrief

Estimated Length of Time: 45 minutes


Examine the simulation experience with a supervisor and safety expert to identify what went well and what they would do differently next time


Reflect on debrief questions Complete an action plan

Materials Needed




Step 1 Small Group Debrief Do: Supervisors will meet with their small groups of four. Say: Page 12 of your Participant Guide has some questions to help us process our experience and a place to take notes.

What safety risks did you identify?

How did you address the safety risks you identified?

How did the family respond to the questions you asked and the safety risks you raised?

What would you do the same? What would you do differently? / What worked? What didn’t work? / What was easy / challenging about this experience?

(How) Did your plan change after identifying a safety hazard?

Ask: What did you do well? Do: Offer praise for what participants did well. Reiterate positives. Ask: What did you learn? What would you do differently? Do: Provide encouragement in areas that were gaps Do: Provide insight into the connection between cultural awareness and engagement. Share any observations about the participant’s ability to engage families or individuals depending on their gender, perceived socioeconomic status, marital status, mental health, etc. Ask: What questions do you have?

PG, p.12 (Small Group Debrief)




10



Step 2 Large Group Check in Do: Thanks participants for their participation in the simulations Ask:

What are folks feeling?

What are your initial reactions?

5

Step 3

Large Group Debrief:

Say: Now we will hear some summative feedback from our safety experts and supervisors. There is space to take notes on Page 13 of your Participant Guide. Note: PG, p. 13 says: How did the group do? What can you learn from each other’s experiences?

Identifying safety risks to yourself and others

Responding to the identified safety risks

Employing practice model skills and values o Engagement o Assessment o Cultural Awareness and

Responsiveness Do: Invite safety experts and supervisor observers share the strengths and gaps they saw. For example, as a whole, were participants good at identify safety risks to the child but not themselves? Was there a mix of expertise in the room in regards to safety risks associated with drug use or mental health?

PG, p. 13 (Large Group Debrief)




15

Step 4 Review: Do: Review key safety risks child welfare professionals should be aware of including those mentioned in the pre-work as well as those covered during the simulation exercises. Ask: What questions do you have about responding to

PG, p. 13 (Large Group Debrief)

5



these safety risks? Do: Encourage other participants to share their experiences and suggestions in response to questions, supplementing information as necessary.

Step 5 Action Plan Ask: What’s the next step? Say: Take some time to think about how you want to apply what you’ve learned today into daily practice. Do: If there is more than one county in the room, divide participants by county. Otherwise encourage everyone present to discuss the questions in PG, p. 14 (Action Plan). Say: This workshop was designed to broadly cover the identification of and response to safety risks. Now you will talk as a county about worker safety as it relates to your region, your agency, and you personally. Do: Allow time for counties to discuss. Note: PG, p.14 says: Create a plan to transfer the general information you learned about safety to your county and day-to-day work experience.

Were the safety risks represented in today’s simulation present in your experience? What additional safety risks are you aware of in your area and your work?

Are you aware of any policies or resources that support safety in your county? What are they? What do you need to feel supported?

Based on the skills I practiced today, what steps will I take to improve my ability to ensure my and other’s safety?

PG, p.14 (Action Plan)

10




Section IV: Closing

Estimated Length of Time: 5 Minutes


NA


NA

Materials Needed

Evaluations



Step 1 Reminder to Supervisors Do: Remind supervisors to collect the observation forms that were filled out during the simulation session so that they can be used for TOL and other professional development opportunities.

1

Step 1 Evaluations Do: Distribute evaluations and ask participants to complete

3

Step 2

Closing: Do: Thank participants for attending and dismiss.

1

References



N/A

400: instructor guide developed by: the pennsylvania child ... · the pennsylvania child welfare...

Documents