common core 3.0 200 level monitoring & adapting block ... · version 3.2 | december 31, 2017...
TRANSCRIPT
Version3.2|December31,2017
CommonCore3.0
200LevelMonitoring&
AdaptingBlock
KnowledgeandSkills
ReinforcementLab:
ManagingChangeTraineeGuide
CaliforniaCommonCoreCurriculum|ManagingChangeKnowledgeandSkillsReinforcementLab|v3.2_December31,2017
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TableofContents
TableofContents...................................................................................................................................................2
IntroductiontoCommonCore...............................................................................................................................3
CurriculumIntroduction.........................................................................................................................................4
Agenda...................................................................................................................................................................5
Segment7:PuttingitAllTogether:PersonalLearningPlans&Debrief 2:35–2:45pm.......................5
LearningObjectives................................................................................................................................................6
MonitoringandAdaptingtheCasePlan–PhasesofCasePlanning......................................................................7
MulticulturalGuidelinesforCommunicatingAcrossDifferences........................................................................15
CaliforniaChildWelfareCorePracticeModelPracticeBehaviors.......................................................................16
Polk/HernandezVignette.....................................................................................................................................17
HelpfulTypesofQuestionsforFindingSolutions................................................................................................23
StructuredDecisionMaking(SDM)andEcomapActivityWorksheet..................................................................27
Polk/HernandezEcomap......................................................................................................................................29
PreparingtheFamilyfortheFamilyTeamMeeting–PriortotheMeeting........................................................30
CaseConsultationGuidelines...............................................................................................................................32
SafetyPlanningTool–CaseConsultationwithSupervisor..................................................................................36
FamilyTeamMeetingAgenda..............................................................................................................................37
SafetyPlanningTool–TeamingActivityNotes....................................................................................................38
FamilyTeamMeeting-ObservationWorksheet.................................................................................................39
CommunicationSkillsforEffectiveFacilitation....................................................................................................40
PersonalLearningPlan.........................................................................................................................................42
References/Bibliography......................................................................................................................................43
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IntroductiontoCommonCore
CommonCorecurriculumandtrainingfornewchildwelfareworkersinCaliforniaisdesignedtobegeneralizableacross
thestate,coverbasicchildwelfareknowledgeandskillsandisimportantforallCWSpositionswithinanagency.
California’sCommonCoreCurriculaforChildWelfareWorkersistheresultoftheinvaluableworkandguidanceofa
greatmanypeoplethroughoutthechildwelfaresysteminCaliforniaandacrossthecountry.Itwouldbeimpossibleto
listalloftheindividualswhocontributed,butsomegroupsofpeoplewillbeacknowledgedhere.
TheContentDevelopmentOversightGroup(CDOG)asubcommitteeoftheStatewideTrainingandEducationCommittee
(STEC)providedoverallguidanceforthedevelopmentofthecurricula.ConvenedbytheCaliforniaSocialWork
EducationCenter(CalSWEC)andtheCaliforniaDepartmentofSocialServices(CDSS),CDOGmembershipincludes
representativesfromtheRegionalTrainingAcademies(RTAs),theUniversityConsortiumforChildrenandfamiliesinLos
Angeles(UCCF),andLosAngelesCountyDepartmentofChildrenandFamilyServices.
InadditiontoCDOG,aCommonCore3.0subcommitteecomprisedofrepresentativesfromtheRTAs,theResource
CenterforFamilyFocusedPractice,andcountiesprovidedoversightandapprovalforthecurriculumdevelopment
process.
Alongtheway,manyotherpeopleprovidedtheirinsightandhardwork,attendingpilotsofthetrainings,reviewing
sectionsofcurricula,orprovidingotherassistance.
California’schildwelfaresystemgreatlybenefitsfromthiscollaborativeendeavor,whichhelpsourworkforcemeetthe
needsofthestate’schildrenandfamilies.
TheChildren’sResearchCenterprovidedtechnicalsupportaswellasTheStructuredDecisionMakingSystemthat
includestheSDM3.0PolicyandProcedureManualandDecisionMakingTools.Theseresourcesareusedincompliance
withCRCcopyrightagreementswithCalifornia.Additionally,contentinthiscurriculumhasbeenadaptedfromCRC’s
SDM3.0classroomcurriculumtomeetthetrainingneedsinCalifornia.
IncompliancewiththeIndianChildWelfareAct(1978)andtheCaliforniaPracticeModel,socialworkersmustidentify
AmericanIndian/AlaskaNativechildreninthesystem.ForanoverviewofImplementingtheIndianChildWelfareActview:https://www.youtube.com/watch?v=BIQG65KFKGs
Thecurriculumisdevelopedwithpublicfundsandisintendedforpublicuse.Forinformationonuseandcitationofthe
curriculum,pleasereferto:
http://calswec.berkeley.edu/CalSWEC/Citation_Guidelines.doc
FORMOREINFORMATIONonCalifornia’sCoreCurricula,aswellasthelatestversionofthis
curriculum,pleasevisittheCaliforniaSocialWorkEducationCenter(CalSWEC)website:
http://calswec.berkeley.edu
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CurriculumIntroduction
TheManagingChange:KnowledgeandSkillsReinforcementLabprovidesinformationtotraineesaboutthekeyaspects
ofmonitoringandadaptingthecaseplan,includingtheanalysisofcaseplanprogressanduseofbestpracticeswith
children,youth,youngadultsandfamilies.ItisstronglyencouragedthattraineescompletealloftheMonitoringand
Adaptingblockpriortotakingthiscourse.
SomecontentinthiscurriculumwasinformedbyNCCDandtheNorthernCaliforniaTrainingAcademyaspartofthe
SafetyOrganizedPracticeCurriculum.SafetyOrganizedPractice(SOP)isacollaborativepracticeapproachthat
emphasizestheimportanceofteamworkinchildwelfare.SOPaimstobuildandstrengthenpartnershipswiththechild
welfareagencyandwithinafamilybyinvolvingtheirinformalsupportnetworksoffriendsandfamilymembers.A
centralbeliefinSOPisthatallfamilieshavestrengths.SOPusesstrategiesandtechniquesthatalignwiththebeliefthat
achildandhisorherfamilyarethecentralfocus,andthatthepartnershipexistsinanefforttofindsolutionsthat
ensuresafety,permanency,andwell-beingforchildren.SafetyOrganizedPracticeisinformedbyanintegrationof
practicesandapproachesincluding:
• Solution-focusedpractice1
• SignsofSafety2
• StructuredDecisionmaking3
• Childandfamilyengagement4
• Riskandsafetyassessmentresearch
• GroupSupervisionandInteractionalSupervision5
• AppreciativeInquiry6
• MotivationalInterviewing7
• ConsultationandInformationSharingFramework8
• CulturalHumility
• Trauma-informedpractice
1
Berg,I.K.andDeJong,P.(1996).Solution-buildingconversations:co-constructingasenseofcompetencewithclients.FamiliesinSociety,pp.376-391;deShazer,S.(1985).Keystosolutioninbrieftherapy.NY:Norton;Saleebey,D.(Ed.).(1992).Thestrengthsperspectiveinsocialworkpractice.NY:Longman.
2
Turnell,A.(2004).Relationshipgrounded,safetyorganizedchildprotectionpractice:dreamtimeorrealtimeoptionforchildwelfare?ProtectingChildren,19(2):14-25;Turnell,A.&Edwards,S.(1999).SignsofSafety:Asafetyandsolutionorientedapproachtochildprotectioncasework.NY:WWNorton;Parker,S.(2010).FamilySafetyCircles:Identifyingpeoplefortheirsafetynetwork.Perth,Australia:AspirationsConsultancy.3
Children’sResearchCenter.(2008).StructuredDecisionMaking:Anevidence-basedpracticeapproachtohumanservices.Madison:Author.
4
Weld,N.(2008).Thethreehousestool:buildingsafetyandpositivechange.InM.Calder(Ed.)Contemporaryriskassessmentinsafeguarding
children.LymeRegis:RussellHousePublishing.
5
Lohrbach,S.(2008).Groupsupervisioninchildprotectionpractice.SocialWorkNow,40,pp.19-24.6
Cooperrider,D.L.(1990).Positiveimage,positiveaction:Theaffirmativebasisoforganizing.InS.Srivasta,D.L.CooperriderandAssociates(Eds.).
Appreciativemanagementandleadership:Thepowerofpositivethoughtandactioninorganization.SanFrancisco:Jossey-Bass.7
Miller,W.R.&Rollnick,S.(2012).MotivationalInterviewing,(3rdEd.).NY:GuilfordPress.8
Lohrbach,S.(1999).ChildProtectionPracticeFramework-ConsultationandInformationSharing.Unpublishedmanuscript;Lohrbach,S.&Sawyer,
R.(2003).FamilyGroupDecisionMaking:aprocessreflectingpartnershipbasedpractice.ProtectingChildren.19(2):12-15.
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Agenda
Segment1:WelcomeandIntroductiontotheTraining 9:00–9:10am
Segment2:Review:Monitoring&AdaptingtheCasePlan 9:10–10:20am
Segment3:OverviewofActivities–Polk/HernandezVignette 10:20–10:25am
Break (15minutes)
Segment4:Polk/HernandezCaseStudy 10:40–11:40 am
Segment5:PreparingfortheFamilyTeamMeeting 11:40am–12:00pm
Lunch (60minutes)
Segment5(continued):PreparingfortheFamilyTeamMeeting 1:00–1:35pm
Segment6:Polk/HernandezFamilyTeamMeeting 1:35–2:35pm
Segment7:PuttingitAllTogether:PersonalLearningPlans&Debrief 2:35–2:45pm
Break (15minutes)
Segment8:EndofBlockEvaluationandDebrief 3:00–4:00pm
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LearningObjectives
Knowledge
K1.Thetraineewillidentifythreebestpracticesthatimpactthefollowingissueswithmonitoringandadaptingcase
plans,including,butnotlimitedto:
a. CaregiverSubstanceUse
b. BehavioralHealthIssues
c. IntimatePartnerViolence
d. EducationalIssuesforYouth
Skill
S1.Usingavignette,thetraineewilldemonstratecriticalthinkingskillstolearnaboutandrespondtochangewhile
facilitatingorparticipatinginaprocessthathelpssupportprogress,overcomeschallenges,andcontinuesto
respondtotheneedsofthechildforsafety,permanency,andwell-being.
S2.Usingthesamevignette,thetraineewill:
a. Demonstrateatleasttwoexamplesintegratingculturalresponsivenessand/ortraumainformedpracticeto
meetthechangingneedsofafamily.
b. EngagethefamilyinconductingtheappropriateSDMassessmentstoevaluateprogressandadapttothe
changingneedsandcircumstancesofthefamily.
Values
V1.Thetraineewillmaintainsituationalawarenessandfosterbestpractices,culturalhumility,trauma-informed
engagement,andteamingtosupportsafety,permanency,andwell-beingforchildren,youth,youngadults,and
families.
V2.Thetraineewillembracelearningaboutandrespondingtochange,duringacollaborativecaseplanningprocesswith
families,Tribes,childandfamilyteams,servicesproviders,andfamilysupportnetworksthatvaluestheprotective
capacities,strengths,andunderlyingneedsofchildrenandfamilies;andsupportssafety,permanency,andwell-
beingforchildren,youth,youngadults,andfamilies.
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MonitoringandAdaptingtheCasePlan–PhasesofCasePlanning
CasePlanningandCaseManagementisvitalinyourworkasachildwelfaresocialworkerandincludesyourongoing
workwithafamily.Thereareseveralkeyphasesofthecaseplanningprocess,includingongoingassessmentofthe
childandfamily,developmentofacaseplanforthechildorfamily,implementationofthecaseplan,supporting
children,parentsandcaregivers,monitoringandadaptingofthecaseplantoensureitmeetsthechangingneedsof
thechildandfamily,andpreparingforeachjudicialreviewwhilemaintainingsafety,permanency,well-beinganda
focusonconcurrentplanningforthechild.
Strategiesforeachphaseofcaseplanningareasfollows:
Assessthechildandfamily
Assessmentis
OngoingAssessmentoccursthroughoutthelifeofacase;itbeginsfromthemomentacallisreceived
bythechildwelfaresystemandcontinuesuntilthecaseisclosed.
Ø Anongoingassessmentofsafetyvs.riskisanimportantpartofworkingwith
families.Safetyisfocusedontheimmediateabsenceofharmanddangerforachild
andriskfocusesonthefamilypatternsandprobabilitythatabuseorneglectmay
occurinthefuture.
Ø Itisimportanttoconsiderthatearlierassessmentsmayhavebeenincorrector
incompleteandbewillingtomakethenecessarychangestocaseplanningbasedon
newinformationlearnedfromupdatedassessments.
Ø Effectivecaseplanningisindividualized,strength-based,comprehensiveandflexible.
Ø Thefocusofongoingassessmentshouldbeonfamilystrengthsandpositive
engagementtoseewhattheyaredoingright–lookingforthebehavioralchange
thatincreasessafety.
Questionsthatcaninformtheongoingassessmentwithfamilies:
Ø Hasthecaseplanbeenimplemented?
Ø Isthereprogresstowardthechild’ssafety&well-being?
Ø Isthecaseplanleadingtowardchange?
Ø Arethecaseplanobjectives(outcomes)beingmet?
Ø Isthepermanencygoalstillappropriate?
CaliforniaChild
WelfareCore
PracticeModel
(CPM)
CaliforniaChildWelfareCorePracticeModeldefinitionofassessment:Assessment isa
continuousprocessofdiscoverywithfamilies thatleadstobetterunderstandingofthe
eventsandbehaviorsthatbroughtthe childrenandfamiliesintoservices,helpsfamilies
identifytheunderlyingneedsthataffectthesafety,permanency,andwell-beingofthefamily,
children,andyouth.
Assessmentpracticebehaviors:
Fromthebeginningandthroughoutallworkwiththechild,youth, youngadult,family,and
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theirteamtoengageininitialandon-going safetyandriskassessmentandpermanency
planning.
Engagement CaliforniaChildWelfareCorePracticeModeldefinitionofengagement:Familyengagement
isafamily-centeredandstrengths-basedapproachtopartneringwithfamiliesinmaking
decisions,settinggoals,andachievingdesiredoutcomes.Itisfoundedontheprincipleof
respect—communicatingopenlyandhonestlywithfamiliesinawaythatsupports
disclosureofpreferences,familydynamicsandculture,andindividualexperiences,sothat
theindividualneedsofeveryfamilyandchildcanbemet.
Thekeytosuccessfulassessmentandcollaborationwithfamiliesstartswithengagement.
Engagementpracticebehaviors(adaptedfromCPMpacket):
Ø Listentothechild,youth,youngadult,andfamily,anddemonstrate thatyoucare
abouttheirthoughtsandexperiences.
Ø Demonstrateaninterestinconnectingwiththechild,youth,young adult,andfamily
andhelpingthemidentifyandmeettheirgoals.
Ø Identifyandengagefamilymembersandotherswhoareimportant tothechild,youth,
youngadult,andfamily.
Ø Supportandfacilitatethefamily’scapacitytoadvocateforthemselves.
TeamingOngoingassessmentandcaseplanningwithfamiliesshouldbedonecollaborativelyinteams
wheneverpossible,withafocusonengagingthesupportnetwork.
CaliforniaChildWelfareCorePracticeModelteamingbehaviors:
Ø Workwiththefamilytobuildasupportiveteamthatengagesfamily, cultural,
communityandTribalconnectionsasearlyaspossible.
Ø Afterexploringwiththefamilyhowtheirculturemayaffectteaming processes,
facilitateculturally-sensitiveteamprocessesandengage theteaminplanningand
decision-makingwithandinsupportofthe child,youth,youngadult,andfamily.
Ø Workwiththeteamtoaddresstheevolvingneedsofthechild,youth, youngadult,
andfamily.
Ø Workcollaborativelywithcommunitypartnerstocreatebetterways forchildren,
youth,youngadults,andfamiliestoaccessservices.
MinimumSufficient
LevelofCare(MSLC)TheMinimumSufficientLevelofCare(MSLC)isastandardforassessingsafetyandchange
andassistssocialworkersinsystematicallyconsideringwhatthestandardwasforremoval
andwhattheexpectationsareforreturnofthechild.TheMSLCforachildshouldnot
changeunlesstherearesignificantchangeinthechild’sfunctioningorneedssuchasa
medicalissuethatrequiresspecializedcare,etc.
StructuredDecision
Making(SDM)Tools
SDMassessmenttoolsareanessentialwaytohelpusconductabalancedassessmentin
measuringprogresstowardchildsafetyandwell-being.
TheSDMassessmenttools,suchastheSDMRiskReassessment,SDMReunification
ReassessmentandSDMFamilyStrengthsandNeedsAssessmenttoolsaredesignedtobe
usedasguides,inconjunctionwithclinicaljudgmentbysocialworkersandsupervisors,
increasingtheconsistencyandaccuracyofthedecisionmakingprocess.
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Itisimportanttorememberthatifwedon'tusebestpractices(i.e.,atraumainformedlens,
culturalhumility,strength-basedapproach,teaming,etc.)ourtoolswon'tbeaseffective.
ThefollowingStructuredDecisionMakingtoolsareoftenusedwhilemonitoring&adapting
thecaseplan:
Ø SDMRiskReassessment
Ø SDMRiskReassessment(In-home,ifinFamilyMaintenance)
Ø SDMReunificationReassessment
Ø SDMFamilyStrengthsandNeedsAssessment
Ø SDMSafetyAssessment(ifthereisaNEWallegationinanopencase)
SDMRisk
Reassessment
Thepurposeoftheriskreassessmentistohelpassesswhetherriskhasbeenreduced
sufficientlytoallowacasetobeclosed,orwhethertherisklevelremainshighandservices
shouldcontinue.Thisisaccomplishedthroughevaluatingwhetherbehaviorsandactionsof
thefamilyhaschangedasaresultofthecaseplan.Thefamilyriskreassessmentcombines
itemsfromtheoriginalriskassessmentwithadditionalitemsthatevaluateafamily’s
progresstowardcaseplangoals.Unliketheinitialriskassessment,whichcontainsseparate
indicesforriskofneglectandriskofabuse,theriskreassessmentiscomprisedofasingle
index.
Theriskreassessment(in-homeassessment)mustbecompletedbythecase-carryingsocial
workeronallopencasesinwhichallchildrenremaininthehome,orcasesinwhichall
childrenhavebeenreturnedhomeandfamilymaintenanceserviceswillbeprovided.The
riskreassessmentmustbecompletedpriortoeachrequiredreview,whichoccursatleast
onceeverysixmonths,andanyrecommendationtoclosethecaseorcontinueservices.All
casesshouldbecompletedsooneriftherearenewcircumstancesornewinformationthat
wouldaffectrisk.Theriskreassessmentguidesthedecisiontokeepacaseopenorclosea
case.
SDMReunification
Reassessment
ASDMReunificationReassessmenttoolisdesignedtoevaluateeachfamilywithchildren
placedoutsidethehomeinanefforttoreducethetimetoachievepermanency.The
reunificationreassessmenttoolmustbecompletedbythecase-carryingsocialworkerprior
toeachrequiredreview,whichoccursatleastonceeverysixmonths,andany
recommendationtoreturnthechildhomeintoaplanoffamilymaintenance,orcontinue
familyreunificationservices.Thereunificationreassessmentguidesthisdecisionby
assessingrisk,progressofvisitationandsafety.
SDMFamily
Strengthsand
NeedsAssessment
(FSNA)Tool
ThepurposeoftheFamilyStrengthsandNeedsAssessmentistoassessthestrengthsand
needsofeachindividualinthehousehold(caregiversandchildren).Thisisaneffective
engagementtoolthatcanbecompletedwiththefamilyandusedtoinformthecaseplan
update.
ItisimportanttocompletetheFSNAtoolatthebeginningofacaseandpriortoeachcase
planupdatetoensureacomprehensiveandongoingassessmentofthechildandfamily’s
currentstrengthsandneeds,culturalfactorstoconsider,etc.Thisinformationwillassistyou
asyoumakerecommendationsforupdatedorrevisedservices,referralsandcommunity
supports.
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KeyQuestionforSocialWorkers:
Arethefamily’scurrentcaseplansafetygoals,serviceobjectivesandactionstepsaligned
withtheircurrentstrengthsandneedsidentifiedontheFSNAtool?
SDMSafety
AssessmentTool
TheSDMSafetyAssessmenttoolmaybeusedwhenthereisanewsafetythreatorchild
abuse/neglectallegationthatrequiresaninvestigation.TheSDMSafetyAssessmentisused
duringthecourseoftheinvestigationtodeterminelevelofsafetyforthechild.Thistoolis
usuallycompletedbythesocialworkercompletingtheinvestigation.
Ongoing
AssessmentTasks
InadditiontoStructuredDecisionMaking,thefollowingadditionalassessmenttasksshould
becompletedonanongoingbasisthroughoutthelifeofyourworkwithafamilyand/or
youth.
Itisimportantforsocialworkerstounderstandhowimportantitis,inthephasesofcase
planning,tolearnaboutthefamily–whotheyareandwhytheyareinvolvedwiththechild
welfaresystem.
1. Usecontactsandparent/siblingvisitationtoassessforprogressandgoodfit.Ensure
actionsandinteractionsaredocumented.
2. Buildtheirstrengthsintoacaseplanthatthefamilywillfindrelevantandthatwill
addresstheirspecificneedswithtasks,servicesandpromptsforbehavioralchange.
3. Planahead-preparebeforemeetingwiththefamilyandthinkaboutkeyissues
aheadoftime.
Considerhowyourownfeelingsaboutthefamilymighthelporhindertheplanningprocess
to:
1. Identifywhatcanbedonetoreducepossiblenegativeeffectsandassessifthe
feelingsarebasedonthefamily’ssituationortheirownbeliefs.
2. Trytoidentifyanyculturalissuesthatmayinfluencetheworkwiththefamilyand
planspecificstepstoactivelyaddressthem.
Whyisallthisimportant?
Familieswhoareactivelyengagedinthecaseplanningprocesshavebetteroutcomesthan
familieswhohaveacaseplandesignedforthemwithouttheirinput.Familymembersshould
betheprimarydecisionmakersfortheirfamilyincaseplanning(whilenotcompromising
safety).
Caseplanningandservicedelivery(creating,implementingandupdatingcaseplans)
CaliforniaChild
WelfareCore
PracticeModel
(CPM):
DefinitionofCasePlanningandServiceDelivery:
Serviceplanninginvolvesworkingwiththefamilyandtheirteamtocreateandtailorplansto
buildonthestrengthsandprotectivecapacitiesoftheyouthandfamilymembers,inorder
tomeettheindividualneedsforeachchildandfamily.
CasePlanning&
ServiceDelivery
Practicebehaviors:
Workwiththefamilyandtheirteamtobuildaculturallysensitiveplanthatwillfocuson
changingbehaviorsthatledtothecircumstancesthatbroughtthefamilytotheattentionof
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thechildwelfareagencyandassistthechild,youth,youngadult,andfamilywithsafety,
trauma,healing,andpermanency.
Monitoring&
AdaptingtheCase
Plan/Preparingfor
Transitions
DefinitionofMonitoring&Adapting/Transitions:
Monitoringandadaptingarepartofthepracticeofcontinuallymonitoringandevaluating
theeffectivenessoftheplanwhileassessingcurrentcircumstancesandresources.Itisthe
partoftheplanningcyclewheretheplanisreworkedasneeded.Transitionistheprocessof
movingfromformalsupportsandservicestoinformalsupports,wheninterventionbythe
formalsystemsisnolongerneeded.
Practicebehaviors:
Workwiththefamilytoprepareforchangeinadvanceandprovidetoolsformanaging
placementchanges,socialworkerchanges,andothersignificanttransitions.
UpdatingthePlan:
Engagingthe
Family/youthinthe
Process
Updatethecaseplanwiththefamily.Askfortheirfeedbackontheirprogressandincludeitintheprogressnotes.Makesuretheyknowinadvancewhatyourprogressnoteswillsay.
Nothingintheupdateshouldcomeasasurprisetothefamily.Inadditiontogathering
progressinformationfromthefamily,engagetheminaconversationabouttheservicesand
whethertheservicesaremeetingtheirneeds.Beopentocollaboratewiththefamilyinthis
regardandempowerthemtoconsiderthebenefitsofservicesandthegapstheservicesare
leavingopenwhileyoualsoexpressyourassessmentofthestrengthsandweaknessesofthe
currentservices.Worktogethertofindadditionaloralternateservicestofillthegaps.
ReviewtheSDMFamilyStrengths&NeedsAssessmenttoolwiththefamilytodiscusstheir
changingneedsandhowthismayimpacttheircaseplanserviceobjectivesandabilitytobe
successful.Ensurethatanyidentifiedculturalfactorsforthefamilyareaddressedand
includedinthecaseplan.
Conductingafollow-upmeetingwiththemulti-disciplinaryorfamilygroupconferencing
teamthatassistedinthedevelopmentoftheinitialcaseplancanbeveryusefultoengage
thefamilyinthecaseplanupdate.Remembertoalwaysbeconsideringanddiscussingwith
thefamilyoryouthwhowillsupportthemwhenchildwelfareclosestheircaseandallthe
professionalsareoutoftheirlives(theirnaturalsupportsystems).Engagethesupport
networkinthecaseplanningprocessasoftenaspossible.Assignrolestothesupport
networktoassistthefamilywithbeingsuccessfulintheircaseplangoalsandservice
objectives.
Supportingchildren,youth,parentsandcaregiversbyutilizing
bestpracticesinchildwelfare
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BestPracticesin
ChildWelfare
Wecanbestsupportthechildren,youth,youngadults,parentsandcaregiversweworkwith
byutilizingbestpractices.
Thefollowingbestpracticeapproacheshavebeenfoundtobevitaltoengagingfamiliesina
respectfulandethicalway:
Ø Traumainformedpractice
Ø Strengthsbased,solutionfocusedapproachandappreciativeinquiry
Ø Culturalhumility
Ø Teaming
TraumaInformed
Practice
Traumainformedpracticeinvolvesanawarenessoftraumaanditsimpactonbehaviorand
qualityoflifeinthelivesofchildrenandadults.Thispracticeinvolvesarecognitionofand
empathyforthepervasivenessoftraumaandseekstounderstandtheconnectionbetween
presentingbehavior,thoughts,attitudes,andcopingstrategies.Additionally,itiscrucialto
understandtheimpactoftraumathatmaybecreatedbybeinginvolvedwithchildwelfare
andtolearnwaystoacknowledgeandtrytoreducethisimpact.
Strengths-based
Approach
Solution-focused
Approach
AppreciativeInquiry
Astrengthsbasedapproachencouragesfamiliestobecomepartofthedecision-making
processandhavetheirstrengthsandresourcesacknowledged.
Asolution-focusedapproachinvolvescollaboratingwiththefamilytoidentifytheirideasof
solutionsthatwillworktoensuresafety,permanency,andwell-beingoftheirchild(ren).
Solutionfocusedinterviewingispartofthisapproachandincludesasetofdifferenttypesof
questionsthatcanbeusedwithfamilies.
Typesofsolutionfocusedinterviewquestionsinclude:
• TheThreeQuestions(what’sworkingwell,whatareweworriedabout,whatneeds
tohappennext)
• Exceptionquestions
• Scalingquestions
• Miraclequestions
• Copingquestions
• Preferredfuturequestions
Appreciativeinquiryinvolvesacollaborativeexplorationintothe“best”ofpeople,their
relationships,andtheworldaroundthem.Thispracticeistheoppositeof“problem-solving”
andseekstoinstillhopeinfamiliesbyfocusingonwhatisgoingrightandwellintheirlives.
Whatwepayattentiontogrowsandbypayingattentiontowhat’sworkinginsteadof
focusingsolelyonwhat’snotworking,socialworkerscancontributetopositivechangein
individuals,groups,andorganizations.
Culturalhumility Culturalhumilityinvolvesahumbleapproachtoworkingwithfamiliesanddemonstratinga
beliefthatfamiliesaretheexpertsoftheiruniquequalitiesandcharacteristics.
Aculturalhumilityperspectivechallengesustolearnfromthepeoplewithwhomwe
interact,reservejudgment,andbridgetheculturaldividebetweenourperspectivesinorder
tofacilitatewell-beingandpromoteimprovedqualityoflife.Suchaperspectivefreesthe
observerfromhavingtopossessexpertknowledgeinordertomaintainknowledge-based
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power,control,andauthorityovermattersaboutwhichdiversepopulationsarefarmore
knowledgeable(Tervalon,M.,andMurray-Garcia,J.,1998)
Teaming
Teamingincludes:
Ø workingwiththefamilytobuildasupportiveteamthatengagesfamily,cultural,
communityandTribalconnectionsasearlyaspossible
Ø facilitatingtheteamprocessandengagingtheteaminplanninganddecision-making
withandinsupportofthechild,youth,youngadult,andfamily;
Ø workingwiththeteamtoaddresstheevolvingneedsofthechild,youth,young
adult,andfamily;and
Ø workingcollaborativelywithcommunitypartnerstocreatebetterwaysforchildren,
youth,youngadultsandfamiliestoaccessservices.
PreparingforJudicialReview
AnalyzingSource
Informationand
CasePlanProgress
Itisimportanttoprepareforjudicialreviewbyevaluatingandassessingallavailablesource
informationrelatedtothecase.Sourceinformationisanyinformationwehaveforacase
thatisfirsthand.Itmaybe:
Ø Reportsfromserviceprovidersorindividualsinvolvedwithacase.
Ø Interviewswiththechild,youth,youngadultand/orfamily
Ø Collateralreportssuchasinterviewswithcareprovidersandmembersofthe
supportnetwork
Ø Casemanagementtools/assessmenttoolssuchasSDMtools
Ø Socialworker’sobjectivenarrative
Ø Visitationreports
Whydowegatherthisinformation?
Ø Tohelpusassessachild’ssafetyandwell-being
Ø Tohelpusassessachild’sprogresstowardpermanency
Ø Tohelpusassessafamily’sprogresstowardthecaseobjectives
Ø Todetermineserviceeffectiveness,underlyingconcerns,andpossiblebarriers
Whendowegatherit?
Ø Weshouldbegatheringinformationaboutachildandfamilywe’reworkingwithas
apartofourregular,ongoingassessment.
Ø Everyfamilyorchildvisitandeverymeetingwithaserviceproviderisanopportunity
togatherinformation.
Ø Therearealsomandatedtimestopulltogethergatheredinformationinaformal
reportsuchaswhenit’stimeforajudicialreview.
Whatdowedowithallthisinformationwehavegathered?
Ø Wewanttoanalyzeittohelpgiveusthekeyinformationweneedtodeterminehow
thingsaregoingwithachildandfamilyinchildwelfare.
Ø Achild’sjourneyinchildwelfarerequiresthatateamofpeopleincludingthefamily
andsocialworkermakeongoingdecisionstoensurethatthecasereachesan
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appropriateresolution.Thesedecisionsneedtobeinformedbyassessment
information.
Childwelfarecasesarecomplicatedandsourceinformationmayconflict.Sometimeswe
don’tgetthedepthofinformationwemighthavewishedforwithcertainsources.Itisabout
lookingatthesuperficialquestionsthesourcematerialmightanswer—howmanyvisits,
timeliness,etc.Thisanalysisisaboutaskingquestions:thinkingaboutwhatwewantto
know,whatarewecuriousaboutandwhatkeypointsdowethinkthesourceinformation
canmake?
Differentsourceswillofferdifferenttypesofinformation.Wemightgetmoreabout
parent/childinteractionsfromthevisitationlogthanacollateralcontactreport.Wewantto
lookforinformationthatwillberelevantforourtaskathand—todeterminetheprogressa
familyismaking,andtoinformourdecisions.Wealsowanttowatchforandguardagainst
ourownbiasesinanalyzingsourceinformation.Andwewanttomakesurewearemindful
oftheMinimumLevelofSufficientCare(MLSC)criteriawhenweanalyzesourceinformation.
Questionstoconsiderfromeachtypeofinformation:
SDMtools
p Whatarethefamily’supdatedstrengthsandneeds?
p Havetheychanged?
p Hastheriskbeenreduced?
p Basedonthecurrentcircumstances,whatdoestheReunificationReassessment
recommend?
Familyinterviews
p Whataretheperspectivesofeachfamilymember?
p Whatdofamilymembersseegoingwell;whataretheirworries?
p Howdothesedifferentperspectivesfittogether,particularlythemother’sand
father’s?
p Istheirsafetynetworkhelpingtoincreasesafetyforthefamily?Aretheyusingtheir
safetynetwork?When?Hasthischanged?
Visitationlog
p Aretheparentsattendingvisitsconsistently?
p Whatisthequalityofthevisits?
p Aretheparentsabletodemonstratepositivebehaviorchangeandeffective
parentingskillsinvisits?
p Howdidtheparentsrespondtochallengingtimesanddifficultbehaviorsduring
visits?
p Howdoeseachchildrespondtothevisits?
p Isthereapatterntowhenthingsgowell?Poorly?
Collateralreports/Deliveredserviceslog(aunt’sconcerns)
p Aretheparentsattendingtheirservices?Arethereconcerns?Arethey
demonstratingnewskillslearnedinclasses?
p Dotheparentsseemtobeengagedinservices?
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MulticulturalGuidelinesforCommunicatingAcrossDifferences9
9
AdaptedfromtheMulticulturalToolcreatedbyVISIONS,Inc.—addedinfobyAmyCipolla-Stickles.VISIONS,Inc.isanonprofittrainingand
consultingenterpriseprovidingavarietyofservicesthatsupportorganizations,communities,andindividualsastheycontinuetoclarifytheir
diversity-relatedgoalsandengageinadynamicprocessofmulticulturaldevelopment.VISIONS,Inc.wasestablishedin1984asanonprofit,
educationalorganization.Todayitisa501(c)(3)entitywithofficesinRoxbury,MassachusettsandRockyMount,NorthCarolinaandissupportedby
ateamofconsultantsaroundtheUnitedStatesandabroad.www.visions-inc.org
•Tryoneachother’sideas,feelings,andwaysofdoingthingsforthepurposeofgreaterunderstanding.Keepwhatyoulikeandletgooftherestattheendofeach
interaction,discussion,session.
Trythingson
•It'sokaytodisagreeandNOTokaytoblame,shame,orattackourselvesorothersbecause ofourdifferences.Oneofthenecessaryingredientsfordifferencestobeexpressedandvaluedisthatpeopleletgooftheneedtobe,think,oractthesame.
It'sOKtodisagree
•Beginbytalkingaboutyourownexperience.Itishelpfultomake“I”statements
whenspeakingaboutyourexperience,ratherthansaying“you”,“we,”or
“someone.”Whenyouintendtorefertoothers,bespecificaboutthembynameor
group.Thisinvitesandcreatesspaceformultipleperspectivestobeshared
especiallywhentheyaredifferentthanyours.
"I"statementswork!
•Beawarethatyourgoodintentionsmayhaveanegativeimpact,especiallyacrossracial,gender,orotherculturaldifferences.Beopentohearingtheimpactofyour
statement.
Intentandimpactmatter
•Lookforwaystofitideastogetherandnotsetupan“either/or”processoracompetitionbetweenideas.Lookfortheexistenceofmanytruthsfromthe
perspectivesofthemanyculturalbackgroundsinvolvedorthatyouareserving.
Thinkboth/and
•Noticebothprocessandcontentduringworksessions.Contentiswhatwesay,whileprocessishowandwhywesayordosomethingandhowthegroupreacts.
Noticewhoisactiveandwhoisnot,whoisinterestedandwhoisnot,andaskabout
it.
ProcessandContent
•Confidentialitywithregardtopersonalsharingisimportant.Allowotherstotelltheir
ownstories.Askfirsttoseeifanindividualwantstofollowupontheinitial
conversation.Donotuseanyinformationsharednegativelytowardaprogress
reportoragainstasupervisor.
Confidentiality
•Learningfromuncomfortablemomentsisanimportantpartofthisprocess,sopay
attentiontoyourfeelings.
It'sOKtobeuncomfortable
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CaliforniaChildWelfareCorePracticeModelPracticeBehaviors
Ø Listenanddemonstratethatyoucare
Ø Demonstratethatyouareinterestedinhelpingservicerecipientsreach
theirgoals
Ø Identifyandengageotherswhoareimportanttothefamilies/youthyou
areworkingwith
Ø Engageinitialandongoingsafetyandriskassessment
Ø Fromthebeginning,workwithfamilytobuildsupportiveteamsthat
includefamily,tribal,culturalandcommunityconnections
Ø Learnfromafamilyhowtoworkwiththemfromaculturallysensitive
place
Ø Workwithteamasthefamilies/youthneedsevolve
Ø Workcollaborativelywithcommunitypartnerstocreatebetterservice
deliveryandaccessibility
Ø Workwithfamilyonthosethingsthatcausedthechild/childrentobe
unsafe
Ø Workwiththefamily/youth/teamtoprepareforchangesaheadoftime
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Polk/HernandezVignette
POLK/HERNANDEZVIGNETTE–Historyuptotoday
YouwillhavefirstbeenintroducedtothisvignetteintheCommonCore3.0DeepeningAssessmentSkills,AssessmentBlock200LevelCurriculum,andagainintheCommonCore3.0CasePlanning&ServiceDelivery200LevelCurriculum.Forthemostpartthevignetteisthesame,buttherearesomedifferences.Themajorchangeisthatthevignetteshiftsfromsuccessfulreunification,toaremovalandachangefromthepermanencyplanofreunificationtotheconcurrentplan.
Information
category
SummaryofPolk/HernandezFamilyInformation
Overviewofthefamilyandtheirsupportnetwork(currenttime)
GloriaHernandez–age33–Mother,Hispanic�
WilliamPolk–age35–Father,AfricanAmerican�
SamanthaPolk–age15–Daughter,AfricanAmerican/Hispanic
WilliamPolk,Jr.–age8–Son,AfricanAmerican/Hispanic
AmaliaPolk–age2–Daughter,AfricanAmerican/Hispanic
SupportNetwork&Ecomap:
§ Family is very connected toMr. Polk’s side of the family, having several aunts, an
uncle,andthepaternalgrandmotherlivingcloseby.
§ NoNativeAmericanheritage
§ Familyconnectedtochurchandpastor
§ Ms.Lacey,Amalia’sdaycareprovider
§ NeighborsTaylorandMs.Powell
§ AASponsorSteve,Gary
§ ParkerElementary,Juanfriend
§ Church,PastorJohnDunbar,Ms.Lakota
Initialreferral TheChildAbuseHotlinereceivedareportthatAmaliahadsuspiciousbruisesonherbuttocks
andbackatdaycaretoday.Thedaycareprovider,MichelleLacey,reportedthatAmalia
seemedfussierthanusualtoday.WhentheychangedAmalia’sdiaper,theynoticedthatshe
hadbruisingonherbackandbuttocks.Theydidnotnoticeanybruisesyesterday.The
daycareprovideraskedthemother,GloriaHernandez,aboutthebruisesandshecouldnot
explainhowtheyhappened.ThedaycareproviderwasconcernedthatAmaliamayhavebeen
physicallyabused.
§ SDMHotlineToolcompleted
§ Screeningcriteria:PhysicalAbuse–Non-accidentalorsuspiciousinjury(Otherinjury)§ Responsepriority:24hourresponse
CWSHistory ThreepriorreferralsandonepriorcasefromwhenSamanthawaslittle�
§ TwoforgeneralneglectandonewassubstantiatedforphysicalabuseofSamantha�§ Ms.Hernandezwasabusingprescriptiondrugs;Mr.Polkwasdrinkingalcoholto
excess�
§ Familyhadtwointimatepartnerviolenceincidentsthatwerereportedand
allegationsthatSamanthawasnotbeingsupervisedorfed�§ Duringoneoftheintimatepartnerviolenceincidents,whenSamanthawastwoyears
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old,Ms.HernandezwasholdingSamanthaandMr.PolkstruckSamanthaintheface
whilehewasswingingatMs.Hernandez.Samanthawasremovedfromtheircustody.
�§ Bothparentscompletedtheirsubstanceabusetreatmentandintimatepartner
violencetreatmentandreunifiedwithSamanthaafter9months.�
§ Sincethattimethefamilyhasnothadanyadditionalreferrals.
CriminalHistory § Mr.PolkhasonearrestforaDUIwhenhewas20andanotherarrestforBatteryfor
theincidentinwhichSamanthawashit.Mr.Polkserved3daysinjailandthenwas
releasedonprobation.�
§ Ms.Hernandezdoesnothaveanycriminalhistory.�
Background TheinitialSDMSafetyAssessmentdeterminedthatthechildrenwereSafewithaPlan(Useoffamily,neighbors,orotherindividualsinthecommunityassafetyresources,Havetheallegedperpetratorleavethehome,eithervoluntarilyorinresponsetolegalaction).Afterthesafetyassessmentwascompletedandconsultationheldwiththesupervisor,itwasdeterminedthat
asafetyplanwouldbeneeded.
ASafetyPlanningMeetingwasheldwiththefamily,whereitwasdeterminedthatMr.Polk
wouldremovehimselffromthehomewiththeMs.Hernandezandthechildren,andlivewith
hisAuntLeann.HealsoagreedthathewouldnotbealonewithAmaliaduringthistime.Ms.
HernandezagreedtocallonAuntLeannorMs.PowelltowatchWillyandAmaliaifshehadto
beatwork.AuntLeannandPastorJohnagreedtosuperviseanycontactsorfamilytime
betweenMr.PolkandAmalia.
Twoweeksafterthesafetyplanwasinitiated,Ms.Hernandezneededtogotoworkbutcould
notreachMs.Powell,PastorJohn,oranyoneelsetowatchAmaliaandWilly.Shethencalled
Mr.Polk,whoagreedtocomeandwatchthechildren.Ms.HernandezsmelledbeeronMr.
Polk,buthadtoleaveforwork.WhileMs.Hernandezwasgone,Amaliawasnotlisteningto
Mr.Polk.WillystatedthatMr.PolkthentookoffhisbeltandstartedtohitAmalia.Samantha
camehomefromherschooleventandwalkedinwhenMr.PolkwashittingAmalia.
SamanthatriedtointerveneandthenMr.Polkhitheronthefacewiththebelt.Samantha
calledPastorJohn,whocameovertothehousetobewiththechildrenuntilMs.Hernandez
camehome.Mr.Polkleftthehouse.PastorJohncalledthesocialworkertoinformCWSof
therecurrenceofmaltreatment.
TheupdatedSDMSafetyAssessmentdeterminedthatthechildrenwereUnsafe(Childplacedinprotectivecapacitybecauseinterventions1-10donotadequatelyensurethechild’ssafety).Inaddition,theSDMRiskAssessmentRiskLevelwasVeryHighRisk.,andthiswaspromoted
toacase.Thechildrenwerere-detainedandstayedwithPastorJohnandhiswifeforafew
dayswhileAuntLeannwasassessedasanalternativeplacement.Atthe
Jurisdictional/Dispositionalhearing,1)Reunificationserviceswereofferedtobothparents
and2)ThesocialworkerrecommendedplacementofthechildrenwithAuntLeann(which
subsequentlyoccurred,untilthe6monthreviewhearing).
AftercompletingtheReunificationReassessment,assessingthecurrentprogress,strengths,
andneedsofthefamily–andconsultingwiththesocialworker’ssupervisor–atthe6month
reviewhearing,thesocialworkerrecommendedthechildrenbereturnedtoMs.Hernandez
andthatMs.HernandezbepermittedtosupervisevisitswithMr.Polk.Thecourtauthorized
1)thechildrentoreturntothehomeofMs.Hernandez,2)unsupervisedvisitswiththe
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father,and3)contingentuponsuccessfullyvisitswiththefather,authorizationforthefather
toreturntothehome.
AnotherFamilyTeamMeetingwasbeingheldtodiscussthesafetyplanbeforereturningthe
childrenhometoMs.Hernandez,todevelopavisitationplanforthefather,andensurethere
wasatransitionplantosupportthesafety,permanency,andwell-beingofthechildren.
WhereWeAreNow:
After9monthspost-detention,asecondreunificationreassessmentwascompletedandMr.
Polkwasallowedtomovebackintothehomeaftersuccessfulunsupervisedvisitswiththe
children.
Withinamonthofreturningtothehome,Mr.Polkrelapsedandstartedtodrinkagain.
Ø Ms.HernandezwasawarethatMr.Polkwasdrinkingandhisangerwasoutof
control.
Ø Whilethemotherwasatwork,Mr.PolkhadbeendrinkingandspankedAmaliawith
abelt.WillytriedtointerveneandMr.PolkhitWillyseveraltimeswiththebeltonhis
armsandface.
Ø ThechildrenwereremovedfromMs.HernandezandMr.Polkwitha387Petition.
ThechildrenwerereturnedtothehomeofresourceparentAuntLeann
Ø UpdatedSDMSafetyAssessment
o ChildVulnerabilities:age0-5o Safetythreats:physicalabuse,lackofsupervisionandpriorhistoryo Complicatingfactors:Dad’ssubstanceuseo SupportingStrengths:Caregiverproblemsolving,Caregiversupportnetwork,
Childproblemsolving,Childsupportnetworko ProtectiveActions:Caregiverproblemsolving,Caregiversupportnetworko Safety Decision: Unsafe (Child placed in protective custody because
interventions1-10donotadequatelyensurethechild’ssafety)
Ø SDMRiskAssessment
o Risklevel:VeryHighRisko Recommendeddecision:Promotetoacase
Ø SDMReunificationReassessment
o RiskLevel:VeryHigho SafetyAssessment:Unsafeo Recommendation: Terminate family reunification services; implement
permanentalternative
Ø Recommendations:
AftercompletingtheReunificationReassessment,assessingthecurrentprogress,
strengths,andneedsofthefamily–andconsultingwiththesocialworker’s
supervisor,thedepartmentrecommendedthatfamilyreunificationservicesbe
terminatedandthechildrenremaininaplanofpermanencywithresourceparent
AuntLeann.
Ø AttheJurisdiction/DispositionHearing,serviceswerenotofferedtoeitherparent,
andthecourtorderedthatthesocialworkerexplorepermanencywiththefamily.
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PermanencyPlanning/Caseplanupdate
Socialworkertasksfollowingthe387petitionhearingandsubsequentJuris/Dispohearing:
Engageinteamingactivities(whichmayincludeaFamilyTeamMeetingand/orconversations
withthefamilyandtheirsupportnetwork)withthefollowinggoals:
Ø Assessthecurrentcircumstancesofthefamilyandsupportnetwork
Ø DeterminethecurrentneedsofthechildrenbasedonanupdatedSDMFamily
StrengthsandNeedsAssessment
Ø HoldaFamilyTeamMeetingwiththefollowingpurpose/goals:
o Prepareanupdatedcaseplanforthechildrenwiththegoalofapermanent
planwithresourceparentAuntLeann
o Developavisitationplanwiththeparentsinordertomaintainimportant
familialandcommunityconnectionsforthechildrenwhileensuringtheir
physicalandemotionalwellbeing.
o Ensurethereisatransitionplanthatwillreducetraumatosupportthe
safety,permanencyandwell-beingofthechildren.
Membersoftheteam/supportnetwork:
Bill(socialworker),Mary(supervisor),Ms.Hernandez(mom),Mr.Polk(dad),Samantha
(daughter),Willy(son),Ms.Lacey,AuntLeann,GrandmaBeverly,UncleSal,CoachRebecca,
Mr.Hopkins,Ms.Lakota,Ms.Powell,PastorJohn.
Perspectiveofeachteammember:Bill(socialworker):Youarethefamilyreunificationworker;youhaveanestablished
relationshipwiththefamilyandwillcontinuetosupporttheminthistransition.Youknow
thatthefamilymembersarealldistraughtoverwhathashappened.Youarealsofeeling
overwhelmed,questioningyourdecisionmaking,anddealingwithyourownreactionstothe
familynotbeingabletosuccessfullyreunify.Youhaveconsultedwithyoursupervisorahead
oftimeandfeelpreparedtofacilitatetheFamilyTeamMeeting.Thepurposeofthemeeting
istodevelopavisitationplanfortheparentsandtoassessanddiscusstheneedtoadaptthe
children'scaseplangoalsandobjectivesbasedontheSDMStrengthsandNeedsToolandthe
EcomapyoudevelopedwithWillyandSamantha.
Youhaveseveralquestionsforthefamilyandtheirnetwork,suchas:
1. What support systemdoes the family have in place andhowwill they support the
familytoensurethechildren’ssafety?
2. Howcanwecontinuetohonoryouasparentsaswemoveforwardinrecommending
thechildrenbeplacedpermanentlywithAuntLeann?
3. Howcantheteambestsupportthechildreninthistransition?
Mary(socialworksupervisor):YouarethesupervisorofBill,thefamilyreunificationworker.
Bill has shared many details with you about this family and he uses a strengths based
approachwiththefamiliesheworkswith.YouhaveapositiveworkingrelationshipwithBill
and trust his judgments. You both discussed his own personal reactions to this change in
directioninthecaseandhisdisappointmentinthefatherforonceagainabusingthechildren
inthisway.
Ms.Hernandez(mother):ThemotherofSamantha,Willy,andAmalia,youareahardworker
andalovingmother,butyouhavepastsubstanceabuseissuesandyouhavehadissuesinthe
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pastprotectingAmaliafromherfatherwhenhebecameangrywithAmaliafornotlistening.
YoudidwellinservicesandwerehappytoseeWilliam,thefather,openuptolookingathis
angryanddangerousreactionstothechildren,especiallyAmalia,whoisverystrongwilled,
whenhedrinks.YouknewthatWilliamhadstarteddrinkingbeeragainandthathewas
beginningtoyellatthechildrenmore.Youwantedtoaskforhelpfromyoursocialworker,
Bill,asyoubelievehesupportsyourfamily,butyoudidn’twanttomakethesituationworse
forWilliam.YouwerehopingyoucouldtalktohimandtoUncleSalandthathewouldget
backontrack.Hehadbeendoingsowell.YouappreciatedAuntLeannforcaringforyour
childrenbutyouknowthattheyneedyounowmorethanever.
Mr.Polk(father):ThefatherofSamantha,Willy,andAmalia,youworkseveraloddjobssuch
asautorepairwithyouruncleandadriverforUber.Youweredoingwellduringfamily
reunification,parentclassandsubstanceabusetreatment.Shortlyafterthecasewentto
FamilyMaintenanceyoubegandrinkingagain–onlyabeerortwoatfirst,butduringthelast
incidentyouhadbegundrinkingwhiskeyagain.Thestressofnotbeingabletoprovidefor
yourfamily,dealingwithconflictingfeelingsabouthowtoraiseyourchildren,andyour
strongbeliefthatkidsmustobeytheirparentsortheywon’tmakeitinsocietyledtothe
drinkingandincreaseddrinking.Youareangryaboutthefactthatthecountywantstotake
yourchildrenawaypermanently.YoufeelguiltyforyouroutofcontrolbehaviorwithWilly.
Samantha,age15–Youwishyoucouldbeathomewithyourparents,butifyoucan'tthen
AuntLeanniswhereyouwanttobe.Youarehappythatyouarestayinginthesameschool,
asCoachRebeccacontinuestobeamentor.Youaremadatyourmotherandfeelthatyour
motherisatfaultforallofthisbecauseifyourmotherhadstayedhomefromworklikeshe
agreedtononeofthiswouldhavehappened.Youarealsoupsetthatyouhavenotbeen
allowedtowatchyoursiblings.Youaretiredofhavingtomoveandhavebeguntowithdraw
morefromyourfriends.Youhavejustbeenfocusingondanceandstayinyourroommostof
thetimewhenyou'rehome.
Willy,age8–Youhaveabestfriend,Mitchell,wholivesnextdoortowhereyoulivedwith
yourparents.Youplaybaseballtogether,andMitchell’sdad,Jimisthecoach,whoyouhave
becomeverycloseto.YouhavespentthenightatMitchell'shomeonseveraloccasions.You
likespendingtimewithMitchellandhisfamilyandyouareworriedthatsinceyourAunt
Leannlivesontheothersideoftownyouwillnotseethemanymore.Youlovelivingwith
yourAuntLeannandyouarehappythatyouaregoingbacktoyouroldschool.Youmissyour
dadandmomalot,butseethemsometimes.Youthinkthatifyouhadnotgottenhitwiththe
beltnoonewouldhaveeverknownandyouwouldstillbelivingwithyourparents.Youfeels
guiltyforyourfamilynotbeingtogether,butyouarehappyyouhelpedAmalia.Youarealso
feelingangryandhavegottenintotroubleatschoolforfighting.Youarerefusingtoseeyour
fatheratthistime.
AuntLeann(paternalauntandresourceparent)–YouareWilliamPolk'ssister.Following
theoriginalJuris/Dispohearing,WillyandAmaliawereplacedwithyou.Youaremorethan
willingtohavethekidswithyouandwillprovidepermanencyforthemifthatiswhatyou
havetodotokeepthemfrombeinginthe“system.”Youareangrywithyourbrotherand
can’tbelievehedidthesamethingagainknowingwhatwouldhappen.Yousupportthe
children'smotherGloriaandwouldliketoseethekidsbeabletobewithher,butyouthink
GlorianeedssometimetodecideifsheiswillingtoleaveWilliam.Mostimportantly,youwill
dowhateverthedepartmentwantsyoutodotokeepthekidssafeandwithfamily.
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Ms.Lacey(daycareprovider)–AmaliaandWilliam'sdaycareprovider,youcancontinueto
providedailychildcareforAmaliauntil5:30pmandforWillyafterschooluntil5:30pm,
MondaythroughFriday.Youhaveseenalotofstrengthsinthechildrenandareinvestedin
theirwell-beingbecauseyouhavebeenapartoftheirlifeforquitesometime.
UncleSal(paternaluncle)–AsthebrotherofWilliamPolk,youhavebeenhisprimary
support.Williamreallylooksuptoyoueventhoughyou'rehisyoungerbrother.Youhave
beeninrecoveryforeightyears.Althoughyou'redevastatedbythechildrenbeingremoved
againandaboutWilliam'srelapse,youbelievestronglythatfamiliesneedtostaytogether
andknowthatWilliamcancontinuetoimprove.Youdosupportthechildrenbeingtakenout
ofthehomeandplacedwithyoursisterLeann,butyoudon'tthinktheyshouldbeadopted.
Ms.Lakota–AchurchfriendofMs.Hernandez,youareveryproudofMs.Hernandez.You
swaprecipeswithMs.Hernandezandhavelearnedtogethertomakedeliciouspupusas.You
usedtobeadrugandalcoholcounselorandareopentohelpingthecommunity.Youdonot
believeinphysicaldisciplineanddonotsupportMr.Polk.YoubelieveMs.Hernandezneeds
toleavehimandyouarewillingtosupporther.
Mr.Hopkins(Educationalliaisonattheschooldistrict)–Theeducationalliaisonforthe
schooldistrict,youhavebeenworkingwiththesocialworkerduringthelifeofthiscase.The
childrenhavealreadychangedschoolsonceandyouareconcernedabouttheirongoing
educationalneeds.Willyhasbeenactingoutatschoolrecentlyandgotinafightlastweek.
Youwanttobesurethekidscanstayintheircurrentschoolsandyoucanoffer
transportationassistance.
Rebecca(Samantha’sdancecoach)–YouwillworkwiththeschooltohelpSamanthato
continuetogetascholarshipfordancing.YouthinkSamanthaisgoodenoughtoattendState
trialsthisyearandperhapsgetascholarshipforJuilliard.AsaretiredOlympian,yousee
promisingtalentinyourstudent.
Beverly(paternalgrandmother)–YouwantyoursonWilliamPolktocomebackandlivewith
you.YouaredisappointedinwhathappenedbutalsoveryworriedaboutWilliam'semotional
well-being;hemaygiveuponeverythingnowthatthekidshavebeentakenawayagain.You
agreethatLeannshouldhavethechildrenbecauseyouaren'tsureGloriacanhandlethem
alone.YoubelievepartoftheproblemisthatWilliamfelttheneedtooverdisciplinebecause
Gloriawastoolenientwiththekids.Youarethepillarofyourfamily.Everyonecomestoyou
foradvice,butyouarenotpushyandtendtoletpeoplemakemistakesratherthanforce
youragenda.However,youareveryworriedaboutyourgrandkids,yoursonandalsoGloria.
Youunderstandtheimpactoftraumabecauseyouhavelivedthroughitwithyourown
children.Youdon’twanttoseeyourgrandchildrenrepeatthecycleofabuseandalcoholism
youhaveseenwithyourownhusbandandsonWilliam.
Ms.Powell–YouhavealwaysbeenclosewithSamanthaandarewillingtohelpwithallthree
kidsandwouldliketomaintainarelationshipwiththem.
PastorJohn–Youareverybusywithalargecongregation,butyouhaveasupportgroupthat
iscommittedtothemother,Ms.Hernandez.Asaresult,Ms.Hernandezhasalargercircleof
supportthatiswillingtohelpherwheneversheneedsit.Youarewillingtohelpasyoucan.
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HelpfulTypesofQuestionsforFindingSolutions10
Typeofquestion
Whyit’shelpful Examples Tips
Openendedquestions
Allowthewidestrangeofresponses.Answers
typicallyreveala
person’sframeof
reference,andhowthey
thinkabouttheirlifeand
situation.
• Canyoutellmealittleaboutyourchildren(yourrelationshipwithyourhusband,etc.)?
• Whatareyoumostproudofaboutyourchildren(yourparenting,yourself,etc.)?
• Canyousayalittlebitmoreaboutthat?Ididn’tquiteunderstand.
Who,what,when,whereandhowquestions
Providesstructureand
setsupparametersfor
theinformationyou
need.
• Whathappenedwhenyoudecidednottodrink?
• Whenyoudecidetocountto10,whatwillyoudodifferently?
• Howdoyougetyourselfoutofdifficultsituations?Whathelpsthemost?
• Howwillyoumakesureyourchildrenaresafeinthefuture?
• Avoid“why”questionsbecause,withinachildprotectioncontext,theytendtomakepeople
defensive(i.e.,“whydidyoumakethat
decision?”).Use“howcome”insteadof“why”.
• Whentalkingaboutfuturechanges,alwaysask
WHENratherthanIF,becauseitimpliestrustthat
changewilloccur,andit’sjustamatteroftime.
Copingquestions
Conveysunderstanding
ofthedifficultiess/heis
experiencingwhile
recognizinghis/her
strengthsandresources.
• Howareyoudoingaswellasyouarewithallthethingsgoingoninyourlife?
• Havingfourchildrenmustbestressful.Howdoyoukeepgoingdayafterday?Whathelps?
• Consideringhowlongyou’vebeendrinkingandhowtoughtheweekhasbeen,itmusthavebeenchallengingtostaysoberforthewholeweek.Howdidyoudoit?
• Think“Howdoyoudoit?”and“Howcomeit’s
notworse?”
10FromBerk,I.K.,andKelly,S.(2000).BuildingSolutionsinChildProtectiveServices.NewYork:W.W.Norton&Company.
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Relation-shipquestions
Encouragethinkingabout
howotherswould
describethemortheir
behavior.Heightena
person’sawarenessof
howtheirbehaviors
impactpeopleimportant
tothem.
• Whatdoyouthinkyourchildrenwouldsaytheylikebestaboutwhenyouaresober?
• Whatdoyouthinkyoursonwouldsayhefeltwhenhesawyourhittinghismother?
• Whatwouldyourdaughtersaythatittookyoutogetoutofbedthismorning?
• Especiallyhelpfulwithindividualswhosebehaviorsaremoreharmfultoothersthanto
themselves(i.e.,verballyandphysicallyabusive
parents,peoplewhoclaimtohavenocontrol
overtheirbehavior,etc.).
• Thethirdexampleisatypeofrelationship
questionthatcanbeparticularlyhelpfulwhen
peopleexpressthattheyfeelunabletomake
evenasmallchange(duetodepression,
hopelessness,etc.).Exception-seekingquestions
Helpapersonslowdown
andconsidermoments
whentheymadeachoice
notto(hittheirchild,or
takeadrink).
• Tellmeabouttimeswhenyourwifedidn’thavedinneronthetablewhenyoucamehome,butyoudidn’tendupgivingherablackeye.Howdidyoudecidetoresponddifferently?
• You’vetoldmethatyouhityourdaughterbecauseshewouldn’tstopcrying.Havetherebeentimeswhenshe’scriedalotandannoyedyou,butyoudidn’thither?Canyoutellmeaboutthat?
• Answersmayseeminsignificanttoyouorthe
otherperson,buttheyprovideaplacefrom
whichtobuildmoresafety.• Ifthepersoncan’tseemtoansweryour
exceptionseekingquestion,ask“Whatwould
your(wife,husband,child,bestfriend)sayabout
howyoumanagedtowalkawayratherthan
strikingout?”Scalingquestions
Gaugeconfidence,
hopefulness,safety,
willingnesstotake
action,andmanyother
topicsthataredifficultto
describewithwords.
• Onascalefrom1to10,where10standsfor“completelyconfidentorcertain”,and0standsfor“notsureatall,”wherewouldyouputyourselfinbeingabletofollowthroughonthesafetyplanwejustdeveloped?
• Onascalefrom1to10,where10is“I’mdefinitelygoingtogotothebattererinterventionprogram”and1is“I’mnotatallsureI’mgoingtogo”wherewouldyouputyourself?Why?Howcouldyoubemorecertainthatthisiswhatyou’regoingtodo?Whatwillittaketomoveyouuponenotch?
• Scalingquestionsarehelpfulfor“takingthepulse”ofagroupofpeopleaboutthelevelof
safetyofchildrentheyperceive.Goaroundthe
roomandaskeachpersonwheretheyareonthe
scalefrom“Perfectlysafe,noworries”to“Ithink
thischildisinrealdanger”.Thenaskwhatpeople
wouldneedtoseetomoveonestepcloser
together.
• “Clients”tendtogivethemselveshigherratings
than“professionals”do.Askpeople(clientsand
professionals)toprovidetheirthinkingor
reasoningforthenumbertheygave.
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MiracleorHoped-forFuturequestion
Helpspeoplegenerate
descriptionsoftheir
dreams,visions,and
aspirationsfortheirlives,
whichthenbecomepart
oftheinterventiongoals.
Mosteffectivewaytoask:
• You’llbegoinghomelatertodothethingsyouneedtodo,likemakingdinner,puttingthekidstobed,andsoon.Imaginethatwhenallofyourfamilymembersaresleepingtonightandthehouseisquiet,inthemiddleofthenightamiraclehappens.Themiracleisthatalloftheproblemsyouhavewithyourchildren(orthatotherpeoplethinkyouhave)aresolved.Becausethishappenswhileyouaresleeping,nooneknowsthattheproblemshavebeensolved.So,whenyouarejustwakingup,whatdifferenceswillyounoticethatmakeyouwonderiftherewasamiracleovernight?Whatwillitlooklike?
• Maybedifficultforpeopletorespondtoinitially.
Havepatience.
• Ifthepersonrespondsinawaythatisblamingof
someoneelse,useothertypesofquestionsto
generateself-reflection.(i.e.,"Mysonwouldbe
calmandlikeadifferentkid,"wouldmerita
follow-upsuchas,“Okay,sohe’llbecalm.Whatdoyousupposehewouldsayabouthowyouwillbedifferenttomorrowmorning?”)
Howisthathelpful?Howhelpfulisthat?Howwelldoesthatwork?
Impliesthattheperson
mustbetryingtohelp
him/herself.Also
interruptstheir
expectationthattheywill
onceagainbetoldthat
whattheyaredoingis
wrong.
• Sohowisyourdrinkinghelpfultoyouinyourlife?• Howwelldoeshittingyoursonworktogethimto
stophisannoyingbehaviors?
• Howhelpfulisittoyourgoalofreducingyourfinancialstressforyoutoprohibityourwifefromworkingatapaidjob?
Howdoyouknowhe/shecandothis?
Engagesapersonina
differentwayofthinking,
sointerruptspatternsof
thoughtthatmayhave
contributedtothe
problem.
• Youknowyoursonwellenoughtobelievethathecanlearntoberespectfulandstoptellingyouthathehatesyou.Whatdoyouknowabouthimthatmakesyoubelievehecandothis?
• Especiallyhelpfulwhenaparenthasunrealisticexpectationsofachild.
• Allowsopportunityforvalidationofpriorefforts,explorationofhowwellthoseeffortshave
worked,andplanningnewstrategiesfor
encouragingdesiredbehaviors.
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Whatelse?
Encouragesaperson’s
participationin
developmentof
solutions,andenhances
self-esteem.Helps
personidentifytheirown
strengthsandresources.
• Whatelsedidyoudototrytokeephimawayfromyou?Howwelldidthatwork?Whatelse?
• Whatelsedoyouneedtodotomakesurethatyoucanstaysoberforthenextweek?
• Howelsewillyoumakesureyoucan“holdyourtongue”sothatyourdaughterwillfeelsafewithyou?
• Askthisfrequentlyandpersistentlytouncoverafullpictureofwhatapersonhasalreadydoneor
triedtoimprovethesituation.
Thenwhatdidyoudo?Whathappenednext?Howdoesthatusuallygo?
Helpsfocusonbehaviors
anddecisions(and
patternsinsomecases)
ratherthanthinkingin
generalities.
• Soyousaidyourhusbandcamehomedrunkandyougotangry.Whatdidyousaytohim?Whatdidhesaytoyou?
• Yousaidyoursonwentintohisroomandblastedhismusicafteryoutoldhimtodohishomework.Whatdidyoudoafterhewentintohisroom?Thenwhat?
• Useopportunitiesthatariseinthedescriptionofwhathappenedtoaskquestionssuchas“What
doyouthinkyoursonwouldsayhewasfeelingat
thatpoint?”or“Howdoyouthinkyouryelling
thatyouweregoingtokillhersoundedtothe
children?”
Whathaveyouthoughtaboutdoing?
Empowersapersonto
generatetheirown
solutions,evenifthey
havenottakenaction.
• SoIhearthatyouwantyourrelationshipwithyourwifetobebetter.Whathaveyouthoughtaboutdoingtomakethathappen?
• Iknowyousaidthatyoucan’tstopyourselffromhittingyourchildwhenyou’reangry.Whatelsehaveyouthoughtaboutdoing?
• AvoidtellingpeoplewhatYOUthinktheyshould/coulddo,becausetheyarefarmore
inclinedtodothethingsthatTHEYcomeupwith
themselves.
• Askfrequently.
Suppose...?
Helpsapersonnotfeel
stuck,helpsthem
imagineadifferent
future.
• Supposeyoursonhadthebetterattitudethatyouwanthimtohave.Whatwouldchangebetweenthetwoofyou?
• Supposeyourmotherdoesn’tgiveyouthehelpyouneed.Whatelsecouldyoudotogetthatsupportsomewhere?
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StructuredDecisionMaking(SDM)andEcomapActivityWorksheet StructuredDecisionMaking(SDM)FamilyStrengthsandNeedsAssessmentToolforPolk/HernandezChildren
Category Willy,age8 Samantha,age15Race/Ethnicity TribalAffiliation
SexualOrientation Genderidentity/expression Religious/SpiritualAffiliation
Otherculturalidentity HouseholdContext
Child/youthdomains: Circle:a,b,c,ord Circle:a,b,c,ord
Emotional/behavioralhealth a,b,c,ord a,b,c,ord
Trauma a,b,c,ord a,b,c,ord
ChildDevelopment a,b,c,ord a,b,c,ord
Education a,b,c,ord a,b,c,ord
SocialRelationships a,b,c,ord a,b,c,ord
FamilyRelationships a,b,c,ord a,b,c,ord
PhysicalHealth/Disability a,b,c,ord a,b,c,ord
Alcohol/Drugs a,b,c,ord a,b,c,ord
Delinquency a,b,c,ord a,b,c,ord
RelationshipwithSubstituteCareProvider
a,b,c,ord a,b,c,ord
IndependentLiving(ifage15.5orolder)
N/A N/A–Justturned15
Preparationforadulthood(ifage15.5orolder)
N/A N/A
OtheridentifiedChild/Youth/YoungAdult
StrengthorNeed
a,b,c,ord a,b,c,ord
PriorityNeeds(d’s,thenc’s)
PriorityStrengths(a’s)
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Observer Notes (strength-based feedback):
What worked well: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Challenges: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Upgrades or next steps: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Polk/HernandezEcomap
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PreparingtheFamilyfortheFamilyTeamMeeting–PriortotheMeeting
PRIORTOTHEMEETING
Pre-planning
ReviewtheAgendafortheFamilyTeamMeeting:
Introductionsandidentifyingthesituation1. Introductions/Check-in2. Purposeofthismeeting3. Groupagreementsincludingconfidentiality
AssessingtheSituationandDevelopingIdeas4. Familystrengths/Whatisworking5. Familychallenges/Worries
ReachaDecision6. Actionplanning7. Nextsteps
Feedback/Closing8. Plus/Deltaandclosing
TheFamilyTeamMeetingAgendaHOLDSanymeetingprocess.
Workerpreparationwiththefamily
Preparethefamilyforthemeeting:
Providethefamilywithinformationinadvanceon
▪ thepurposeofthemeeting,▪ howlongitwilllast,▪ whotheywanttoinvitetothemeetingbasedontheinformationprovided,and▪ whatwillhappeniftheychoosenottoparticipate.
Howtodothis:
Providewritteninformationontheprocessandthepurposeinadvanceofthemeeting.
Ifsafetyisaconcern,planseparatemeetingsforfamilymembersandusecareinexplainingtheneedforseparatemeetings.
Pre-meetingsafetycheck-in(privately,witheachindividualfamilymember)byfacilitatororCPSstaffperson.Planinadvance.
Ask:
1)Aretherecourtordersthatprohibitcontactbetweenyouandanyoneelsehereforthemeeting?
2)Isthereanythingweneedtobeawareofrelatedtoyourpersonalsafetyinthemeeting?
Whydothis?
Itischildwelfare’sresponsibilitytoensurethemeetingwillbeheldsafely,withoutplacinganyoneatriskofharmasaresultoftheirfullparticipation.Inaddition,itpromotesopendiscussionofallissuesofconcernandincreasesthelikelihoodthatthedecisionorplanwillpromotesafetyandwell-being,andbesustainable.
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CompletetheStructuredDecisionMakingReunificationReassessmentwiththefamily
Turntopage144-149intheSDMManual
Ø RiskLevel:VeryHighØ SafetyAssessment:UnsafeØ Recommendation:Terminatefamily
reunificationservices;implementpermanentalternative
Whydothis?
Itisimportanttobetransparentwiththefamiliesandengagethemindecisionmakinginacollaborativeway.ThisincludescompletionofSDMtoolswiththefamilytohelpthemunderstandhowourdecisionsareguidedbyevidence-basedassessmenttools.
Addressgriefandlossissues
Reviewthestagesofgriefandlosswiththeparents.
Acknowledgetheirfeelingsandtrauma.
Kübler-Rossmodelofgrief(thefivestagesofgrief):
1. Denial:“Thiscan’tbehappening”2. Anger:“Whyisthishappeningtome?”3. Bargaining:“Iwilldoanythingtochange
this.”4. Depression:“What’sthepointofgoingon
afterthisloss?”5. Acceptance:“It’sgoingtobeokay.”
Source:ProvidedbyTherapistAid.com©2013
Developaplanforsupport:
Whoisinthesupportnetworkthatcanprovidesupporttothefamily?
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CaseConsultationGuidelines
Thefollowingcaseconsultationguidelines/suggestionsareadaptedfromthefieldactivityguideassociatedwiththeMonitoringandAdaptingBlock:“CollaborativeAssessment,PlanningandSupport:CasePlanUpdate”
Beforethemeeting/teamingactivityRole Guidelines
Supervisor
Ø Discusswiththesocialworkerwhatmaybeneededpriortothemeeting
tofeelprepared.Ø Utilizingascalingquestion,havethesocialworkerscaletheircomfort
levelandexperiencewithdevelopinga caseplanwithafamily. Somefollowupquestionsmayinclude:
o Whathasgottenyoutoa______?o Howhaveyoupreparedtofacilitateacaseplanupdate meeting
with the family?o Whatwoulditlookliketomoveuponesteponthescale?o Whatwouldthesocialworker beabletodemonstratethatshows
theyarepreparedtodevelopacaseplanupdatewith the family?Ø Discussthefamily’sprogresstowardmeetingthesafetygoal.Some
considerationsfordiscussion include,butarenotlimitedto:o Reviewapplicable SDMToolso Reviewthepreviouscaseplanandprogresstoward:
▪ Behaviorchanges▪ Addressing underlying needs& trauma▪ Activeefforts-ICWA;continued ICWA inquiryespecially
asadditional family& safetynetwork is identified▪ Reasonable efforts (incarcerated parents, due diligence
searches regarding placementandmoving towardpermanency; family finding,efforts to reunify siblings;lifeskilldevelopmentforILPeligibleyouth)
▪ RelativeorNREFMplacement (if applicable)o Legal timeframes/statutory timelines & recommendationso Updatesafetynetworks&theircommitmenttofamilysuccess
duringandafterCWS involvemento Reportsand information fromserviceprovidersand themembers
of thesafetynetwork regarding the familyand child’sprogresso Continued self-assessment of socialworker bias and
identification/implementation ofstrategiestoaddressbias
SocialWorker
Ø Reflectonpersonalbiasthatmay impactthedevelopmentofthecaseplanØ Discusswherethemeetingwilltakeplace:date/time/location(preferably
thefamily’shome)Ø Haveaconversationwiththefamilyandtheiridentifiedsafetynetwork
about:
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o Whowill attend?o Whatcan theyexpect?o Whatareanyculturalconsiderationsthattheteamshoulddiscuss
orbeawareof?Ø Discussthefamily’sprogresstowardmeetingthesafetygoal.Some
considerationsfordiscussion include,butarenotlimitedto:o Reviewapplicable SDMToolso Reviewthepreviouscaseplanandprogresstoward:
▪ Behaviorchanges▪ Addressing underlying needs& trauma▪ Activeefforts-ICWA;continued ICWA inquiryespecially
asadditional family& safetynetwork is identified▪ Reasonable efforts (incarcerated parents, due diligence
searches regarding placementandmoving towardpermanency; family finding,efforts to reunify siblings;lifeskilldevelopmentforILPeligibleyouth)
▪ RelativeorNREFMplacement (ifapplicable)o Legal timeframes/statutory timelines & recommendationso Updatesafetynetworks&theircommitmenttofamilysuccess
duringandafterCWS involvemento Reportsand information fromserviceprovidersand themembers
of thesafetynetwork regarding the familyandchild’sprogresso Continued self-assessment of socialworker bias and
identification/implementation of strategiestoaddressbias
Duringthemeeting/teamingactivity Role Guidelines
Supervisor
Ø Observe the socialworker’suseofengagementskills, solution focused
questions,appreciativeinquiry, and strength-based languageØ Helptoensurethatthelanguageusedisfamilyfriendly,understandable
andculturallysensitive.Ø Helptoreframestatementsorclarify ifneeded.Ø Ensuretheupdatedcaseplanobjectivesandservicesarerelatedtothe
safetythreat(s)and reasonforthefamily’s involvementwithchildwelfareservices,witha focusonMSLC
Ø Observethesocialworker’sabilityto:o Engagethefamilyteamaroundthe initialcaseplan inthefollowing
areas:§ Whatwere theworries?§ Whatworkedwell?§ Whatarethenextsteps?§ Engage the family team indifficultconversationsaround
any/alldifferences in thefamilyandagencypointofviewonprogress
o Promote consensus buildingo Facilitatedialoguewhich considersalternative solutions o Explaincurrentlegaland/oragencystatusandtimelines o Elicitandhonorthefamily’svoiceandchoice
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o Workwiththefamily teamtocreatecaseplanadjustmentswhichcould include:
§ S.M.A.R.Tobjectives§ Safetynetworkmembersand their roles including supporting
long term safety§ Services
o Manageconflictwhichmayariseo Mitigatepersonalbiasorotherconcernspreviously identifiedorhelp
toensurethosethingsdonot impactthefamily
SocialWorker
Ø Partnerwithfamily to identify safety/support networkØ Engagethefamilymembers(child,youth,parent/caregiver, tribe,safety
network) ina conversationabout the family’sprogress towardmeeting thesafetygoal:
o What’sworkingwell?o Whatare theyworriedabout?o Arethereanybarrierstomeetingthecaseplangoals?
Ø Reviewthefamily’sprogresstowardcaseplangoals,whichwouldinclude:o Behavior change forparents o Behaviorchangeforchildo Childsafetyo SDM toolsand risk re-assessmento Visitationo Permanency or concurrent plano Safety network
▪ Are they following through?▪ Anynewmembersordidapreviousmemberleave?▪ Are networkmembers’ commitments long-term or
temporary?o Progressandchallengeswith services,highlightingareasof
strengthandgrowth for the family▪ Whatstepshavebeentakenbytheparentstodemonstrate
actsofsafety?o Anythingthatshouldbeaddedorremovedfromthecaseplan?
Ø Checkwiththesafetynetworkabouttheirwillingness/confidence/capacitytocontinuebeing involvedinthesafetyplanning
Ø Duringthefacilitatedmeetingcontinuallycheckintoensurethereisconsensusand understandingabouttheplan.
Ø SetnewcaseplangoalswiththeteambasedonMSLCandthesafetygoalforthefamily.
Ø Discussthecurrentlegaland/oragencystatus.Reviewtheminuteorderwiththefamily.
Ø Utilizestrategiestodefuseconflictif/whenitarisesØ Ensurethevoiceandchoiceofthechild,parent/caregiver,familyand
tribeØ Allowtimeforquestionsthefamily/safetynetworkmayhaveØ Setupafollowupmeeting
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Afterthemeeting/teamingactivity Role Guidelines
Supervisor
Ø Discussthemeetingwiththesocialworker.Somethingstoidentifyaspartofthereflectionon thepracticeinclude:
o Whatwastheprocessof identifyingnewsafetynetworkmembersormaking updates to the safetynetwork?
o Whataresomeof theengagementandassessmentstrategiesusedduring the meeting?
• Have socialworker self-evaluatewhatworked/whatneeded improvement andwhy
o Dothecaseplanupdatesreflectthecurrentunderlyingneedsand long-termgoals of the family?
Ø DiscusswhichSDMtoolswerecompletedandhowthisinformationwassharedwiththefamily andtheirsafetynetwork.
Ø Providefeedbackaboutwhatwentwellandsuggestionstoenhancepractice.
Ø Discussandreviewtheupdatedcaseplanwhichwasdeveloped Ø Discussandprovidefeedbackaboutthecontactnarrative
o Language/terminologyusedo Accuracy
Ø Identifynextsteps:newservice referrals,visitationschedule,additionalcontacts regardingsafety network, reports fromserviceprovidersandserviceproviders.
Ø Check in regardingwhennextcourt reportisdueandwhatisneeded.Ø Closethefeedbacklooptoensureallteammembersareawareof the
updatedcaseplan.
SocialWorker
Ø Reflectonsomeoftheskillsyouusedduringthecaseplanningmeeting:
o Provideanexampleofa strength-basedquestion(s)used in familymeeting.
o Provideanexampleofasolution-focusedquestionused in thefamilymeeting.
o Provideanexampleofstrategiesand languageusedtohelpthefamilybeengaged inthecaseplanupdate.
Ø Reflectonthemeetingandthinkabout:
o Whatworkedwell?o Whataresomepossibleupgrades?o Arethereanynextstepstosupportyourlearningandprofessional
development?
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SafetyPlanningTool–CaseConsultationwithSupervisor
AfterreadingthePolk/Hernandezvignetteuptothiscurrentpoint,jotdownthefamily’skeyissues,what’sworking
well,challengesandnextstepsinpreparationforcaseconsultationwithyoursupervisor.Youcanusethistoolto
guidetheconversationandtakeadditionalnotesduringyourconsultation.
Usethesecolumnstosortthestrengthswithinthefamilyandidentifywhichstrengthsaredirectly
impactingthechild(keepingthechildsafe)
Usethesecolumnstosortyourworriesandidentifywhichworriesaredirectlyimpactingthechild
(harmingthechild)
Whataresomethingsthatareworkingwellinthefamily?
ProtectiveCapacitiesthatarecurrentlykeepingthechildsafe?
Whatarethethingsthatworryyou?
Whichoftheseworrieshaveactuallyimpacted/harmedthechildasaresultofsomethingthecaregiverdidordidn’tdo?
Whatneedstohappennext,andbywho?
WhatdoesSDMsay?CulturalConsiderations?SupportNetwork?
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Thefamilyteammeetingagendaprovidesaproblem-solving,solution-focusedapproachtodecisionmaking.Thesystemicproblem-solvingapproachenablesmeetingparticipantstofullyunderstandthesituationandexaminepossiblesolutionswhilehelpingtoensuredecisionsaremadewithouthasteand/orpersonalbias.
Thesixstagesofthemeetingandthetopicsdiscussedineacharelistedbelow:
Stage Description
Introductions
• Introductionofparticipants,rolesandrelationshiptochild/family/case• Groupagreementsformeeting• Teamingstandardsarepresented• Conceptofbuildingonstrengths• Rights,confidentialityandmandatedreportingreviewed• Purposeandgoalforthemeeting• Questionsbeforebeginning
Exploringstrengths/
what’sworking
• Historyofstrengths/supports/protection• Currentstrengths/actsofprotection• Family/youthvoice• Servicesinvolvedpresentlyandutilizedinthepast–Allexistingassessments,
caseplansandtreatmentplansareavailableanddiscussed• Community,culturalorsupportnetworkstrengthsandcapacity
Exploringchallenges/worries • Historyofdanger/riskandworries
• Currentdanger/riskandworries• Family/youthvoice• Challengeswithservicesorsupportsinplacerelatingtoallexistingassessments,
caseortreatmentplans• Community,culturalorsupportnetworkchallengesorgaps
Creatingnextsteps
• Brainstormingideastoaddressconcernandprovidesafetyandprotection• Ensureeveryoneparticipates• Reachadecision• Scalethedecision–ensureeveryonehasparticipated• ActionplandevelopedusingSMARTgoals
Closingandfeedback
• Everyoneknowswhowilldowhatbywhen• Askparticipants:Whatworkedwell?Whatisstillunclearorcouldgodifferently
nexttime?
FamilyTeamMeetingAgenda
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SafetyPlanningTool–TeamingActivityNotes
Usethesecolumnstosortthestrengthswithinthefamilyandidentifywhichstrengthsaredirectly
impactingthechild(keepingthechildsafe)
Usethesecolumnstosortyourworriesandidentifywhichworriesaredirectlyimpactingthechild
(harmingthechild)
Whataresomethingsthatareworkingwellinthefamily?
ProtectiveCapacitiesthatarecurrentlykeepingthechildsafe?
Whatarethethingsthatworryyou?
Whichoftheseworrieshaveactuallyimpacted/harmedthechildasaresultofsomethingthecaregiverdidordidn’tdo?
Whatneedstohappennext,andbywho?
WhatdoesSDMsay?CulturalConsiderations?SupportNetwork?
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FamilyTeamMeeting-ObservationWorksheet
Observers:Pleasejotdownthestrategiesandskillsyouobservedtoaddresseachaspectofthefamilyteammeeting:
OBSERVATIONWORKSHEET
Question TraineeNotesDidthemeetingincludeadiscussionaboutwhatthefamily,thesafetynetwork,andtheagencyseeasworkingwell(strengths)forthefamily?Ifyes,describehowthiswasdone?
Didthemeetingincludeadiscussionaboutwhatthefamily,thesafetynetwork,andtheagencyareworriedabout(concerns)?Ifyes,describehowthiswasdone?
DescribehowSDMtools(SafetyAssessment,RiskAssessment,FamilyStrengthsandNeedsAssessment,ReunificationReassessment)weretalkedaboutinthemeeting.
Describehowculturalhumility,traumainformedpracticeandrespectfuluseofauthoritywereutilizedbytheworkerinthemeeting.
Describehowthefamily’scircleofsupport/safetynetworkwasengagedinthecaseplanningprocess.
Describewhatitlookedlikewhentheyouth,parent,family,andothersinthemeetingappearedtobeengagedintheplanningprocess.
Whatchangesweremadetothecaseplangoal(s)andobjectives?HowdothechangestothecaseplanrelatetotheMSLCandthereasonforremoval?
Ifyouhadtoidentifya“rockstar”momentinthemeeting,whatwoulditbe?Whatdidthepersondotomakeita“rockstar”moment?(A“rockstar”momentissomethingthatwentreallywell.Inthiscase,wewouldlikeyoutoidentifysomethingthatsomeoneinthemeetingdidwhichdemonstratedbestpractice.)
Ifyouhadtoidentifyanopportunityforan“upgrade”duringthemeeting,whatwoulditbe?Whataresomeofyourthoughtsaboutwhatcouldhavebeendonedifferently?
Overall,doyouthinkthemeetinggoalwasmet?Whyorwhynot?
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CommunicationSkillsforEffectiveFacilitation11
11AdaptedfromSkillandAwarenessDevelopmentforTDMFacilitation,retrievedfrom:https://humanservices.ucdavis.edu/sites/default/files/TDM%20for%20Facilitators%20Training%20Handouts%20April%202011.doc
ActiveListening Tryingtoseetheproblemthewaythespeakerseesit.Requiresenteringactivelyandimaginativelyintotheotherperson’ssituationandtryingtounderstandaframeofreferencedifferentthanyourown.(Reflectivelistening)
Clarifying Interpretsideasorsuggestions;Clearsupconfusion;Definesandexplainsterms,jargon,acronyms;Indicatesalternativesandissuesconfrontingthegroup.Example—"Idon’tunderstand.Didyousay…"
Collaborating
Workingtogether;assisting;"Let’sseeifwecanworkonthistogether."
Confronting Topushotherstoacknowledgeproblems,feelings,orbehaviors,whenotherlessdirectiveinterventionshavefailedto.Itmayincreaseresistanceifnotsuccessful,difficulttousewithoutanestablishedandsupportiverelationship.
Crediting Recognizingthecontributionandeffortsofaperson.Itisgivingcreditwherecreditisdueandrememberingtodoit.
Empathizing Enteringthefeelingorideasofanother;toputyourselfinanother’sshoes.
Encouraging Friendly,warmandresponsivetoothers;Acceptsothers;Asksforresponses,ideas,feelingsofallparticipants.Example—"Tellusmore…"Youweresaying…"Describe…""Istheresomeotherpointsofviewonthissubject?""Istheresomethingwehaven’tthoughtof?"
EstablishingRapport Developingarelationshiporconnectionwithanotherperson.Showingothersthatyouarewillingtolisten;invitesthemtosaywhat’sontheirmind.Example-Usingtheperson’sname.
Harmonizing Attemptstoreconciledisagreementsandfindareasofcommonality;Getspeopletoexploretheirdifferences."Soundsasifyouhavethesamegoal,butdifferentideashowtogetthere…"
InterpretingVerbalStatements
Exploringandclarifyingstatementssothatthemeaningisunderstood.
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InterpretingNonverbalCues
Translatingthenon-spokenmessages,providedbybodylanguageandparalanguage—theinflectionsandothervocalandgesturalnuancesaddedtolanguagetoconveymeaning.Bodylanguageincludesfacialexpressions;eyecontactandmovement;head,arm,andhandmovements;andbodyposturesandshifts.Whetherautomaticorlearned,bodylanguagecancorroborateorcontradictwhatapersonsaysordoesn’tsayinwords.
Linking Joiningpartstogethertoassistinmakingconnectionsandbuildunderstanding.“Soundslikeyourthoughts/ideasaresimilartowhatXhadtosay.”
Negotiating Discussingtobuildagreement,askingforwhatyouwantandlisteningtotheotherperson.Secretofsuccessfulnegotiatingislistening.
Paraphrasing Tocheckcommunicationaccuracybetweenspeakerandlistener.Sayingbacktothespeaker,inyourownwords,yourunderstandingofwhatthatpersonhassaid,tomakesureyouunderstandthecontentandmeaningofthemessageyouheard."IfIunderstandcorrectly,youaresaying…"
RealityTesting Checkingiftheideaissoundandcanbeimplemented.Isitviable?
Reflecting/Mirroring Sharingorrepeatingwhatyouheardorsaw.Fromtimetotime,thefacilitatorcommentsoneitherthecontentortheprocessofthemeetingandasksthegrouptorespond."Inoticethatwe’reonlytalkingaboutfostercareplacement;isthereanyotheroption?"(contentfocus);or"Weagreedtoheareveryoneout,andthereseemstobealotofinterruptinggoingon?Howisthisaffectingparticipation?"(processfocus)
RelievingTension Alleviatingorlesseningthelevelofemotionalstressoranxiety."Therearealotofstrongfeelingsbeingexpressed.Maybeweallneedtotakeadeepbreathforjustamoment."
Silence Powerfulquiet.Askaquestion,pause,wait,saynothing.
Strength-basedInterviewing
Respectfullyquestioningtoallowfamiliestorecognizeandberecognizedfortheirstrengths.Involveslistening,observing,complimenting,encouraging,asking,andtalkingaboutsuccesses.
Summarizing Pullstogetherrelatedideas;Mayassistwithkeepingdiscussionontrack.Helpstoconciselyorganizeinformation.Restatessuggestions/ideasafterthegrouphasdiscussedthem.Example—"LetmeseeifIunderstandyoucorrectly.Sofar,yousaidthat…"
Supporting Assistingoraidingeitherverballyand/ornon-verbally,noddinghead,saying"Ok,""Thanks,""That’sagreatidea,”etc.
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PersonalLearningPlan
1. SomequestionsIstillhaveaboutmanagingtheplanandsupportingsafety,stabilityandwell-beingforchildreninout-of-homeplacementare……
2. Icanfindmoreinformationaboutmanagingtheplanatmyagencyby……
3. AsaresultofthistrainingIwill…..
4. Mykeytakeawayfromthistrainingis…..
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References/BibliographyAcademyforProfessionalExcellence.(2015).ChildFamilyTeamMeetings.Retrievedfrom
https://www.youtube.com/watch?v=GEEEdzhel50
Berg,I.K.,&Kelly,S.(2000).BuildingSolutionsinChildProtectiveServices.NewYork:Norton.
Berg,I.K.,&DeJong,P.(1996).Solution-buildingconversations:co-constructingasenseofcompetencewithclients.FamiliesinSociety,pp.376-391
Berg,I.K.,&Saleebey,D.(Ed.).(1992).Thestrengthsperspectiveinsocialworkpractice.NY:Longman.
Berg,I.K.,&deShazer,S.(1985).Keystosolutioninbrieftherapy.NY:Norton.
CaliforniaSocialWorkEducationCenter.(2017).ManagingthePlan:SupportingSafety,Permanency,andWell-Being.TrainingVersion3.1.Berkeley,CA:RegentsoftheUniversityofCalifornia.
CaliforniaSocialWorkEducationCenter.(2017).Teaming,CollaborationandTransparency.TrainingVersion3.1.Berkeley,CA:RegentsoftheUniversityofCalifornia.
Florida'sCenterforChildWelfare(2012).OngoingAssessmentandPermanency.FloridaDepartmentofChildrenandFamilies.RetrievedApril2016from:http://centerforchildwelfare.fmhi.usf.edu/preservice/FLTrainingCurr.shtml
Mouch,M.,andRideout,Pat.(2011).SkillandAwarenessDevelopmentforTDMFacilitation.(Rev.April2011byBiehle,K.,andJohnson,S.N.).AnnieE.CaseyFoundation.RetrievedMay2017fromhttps://humanservices.ucdavis.edu/sites/default/files/TDM%20for%20Facilitators%20Training%20Handouts%20April%202011.doc
TheTherapistAid.(2017).FiveStagesofGrief:TheKubler-RossModel.GriefPsychoeducation.RetrievedMay2017fromhttp://www.therapistaid.com/therapy-guide/grief-psychoeducation-guide/grief/none#kubler-ross
Tervalon,M.,&Murray-García,J.(1998).CulturalHumilityVersusCulturalCompetence:ACriticalDistinctioninDefiningPhysicianTrainingOutcomesinMulticulturalEducation.JournalofHealthCareforthePoorandUnderserved9(2),117-125.TheJohnsHopkinsUniversityPress.