continuum of care revised 1-10-16...

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Objectives:

As a result of this training day, you will be prepared to:

• Understand the child welfare system through the lens of the continuum.

• Conceptualize the ties between the different programs and how they interact with each other.

• Recognize specific responsibilities of workers along the continuum.

• Articulate the impact each program’s outcome has on each other’s outcomes.

CPS

Abuse/Neglect DefinitionIntake ProcessField InvestigationCase DecisionCategoriesOngoingPermanencyFathersAbsent Parent ProtocolRelativesTransfer to Foster Care

Foster Care

AdoptionAttachmentSeparation and LossGriefTransfer from CPSPlacement Selection CriteriaPermanency GoalsConcurrent PlanningRelativesEffective Home VisitsPlan DevelopmentReplacement

Referral from Foster CareCourt ResponsibilityAssessments/Time FramesPlacements/RelativesUnmatched ChildrenSubsidySupervisionDisruptions/Dissolutions

Pre-Service Institute (PSI) Continuum of Care

MDHHS Office of Workforce Development and Training R.1.15.16

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DHS Child Welfare Mission Statement

Child welfare professionals will demonstrate an unwavering commitment to engage and partner

with families we serve to ensure safety, permanency, and well‐being.

Trauma Informed MiTEAM Case Practice Model

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The practice model has 4 core competencies that align with, and help implement, Michigan’s mission, values and guiding principles.

1.Teaming,2.Engagement, 3.Assessment

• Case planning • Case plan implementation • Placement

4.Mentoring

29 Key Caseworker Activities

Family Engagement Definition

According to the Child Welfare Information Gateway, the definition of Family Engagement is

the practice that encourages active participation and maximizes the expectation of

family members.



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Trauma Informed MiTEAMCase Practice Model

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MiTEAM Competency 1:

Engagement is a series of intentional interventions that work together in an integrated way to successfully establish a relationship with children, parents and other individuals. Caseworkers will engage with the child, mother, father, extended family, primary caregiver, professionals working with the family and other team members for the purpose of building an authentic and collaborative working relationship.


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Key Caseworker Activities for Engagement:

1. Create an environment of empathy, genuineness, respect and empowerment that supports a child and family entering into a helping relationship and actively working toward change.

2. Search for and engage parents, family members and other support persons from the child’s community in the family team process.

Engagement

• Remember MiTEAM key skills of engagement:

–Empathy

–Respect

–Genuineness

–Competence

– Lessen Power Differential

–Consider Frame of Reference



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Effective Engagement Techniques

• Caseworkers must provide prompt initial responses to the family.

• Follow up quickly.

• Follow up regardless if you get no response.

• Respect the family.

• Be supportive and non‐punitive.

• Include the family in decisions.

• Empower the parents.

Effective or Non Effective?

• “Sorry, I know that I was supposed to be there at 3:00pm today, but an emergency came up at the office”.

• “Do your children miss out on meals?”

• “Thanks so much for agreeing to meet with me.”

• “I need you to report to JAMS for your urine screen.”

• “Is there a family member who you would be willing to provide care for your child?”



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CPS


Mandated Reporters

Certain persons are REQUIRED BY LAW to report SUSPECTED abuse or neglect of

children and vulnerable adults.

ANYONE can report abuse or neglect of children or vulnerable adults.

CPSAbuse

Legal Definition

• Harm or threatened harm to a child’s (person under 18) health or welfare…

• Occurs through non‐accidental physical or mental injury, sexual abuse, sexual exploitation, or maltreatment…



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CPSAbuse

Legal Definition

• Perpetrator is parent, legal guardian, or any other person responsible for the child’s health or welfare or a teacher, teacher’s aide, or a member of the clergy.

NeglectLegal Definition

• Harm or threatened harm to a child’s (person under 18) health or welfare

• By a parent, legal guardian, or any other person responsible for the child's health or welfare

CPS

NeglectLegal Definition

• Negligent treatment, including the failure to provide adequate food, clothing, shelter, or medical care.

• Failure to intervene to eliminate that risk when that person is able to do so and has, or should have, knowledge of the risk.

CPS



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CPSIntake

• Centralized Intake – Staffed 24 hours – 855‐444‐3911– Also used to report for

vulnerable adults– MDHHS‐CPS‐[email protected]

• Complaint Process

CPSIntake

Determinations

Transfer – to law enforcement, another state, American Indian/Alaska Native Federally Recognized Tribe, etc.

Assign for field investigation – if the 4 criteria are met:1. Harm or threatened harm2. To a child (person under 18)3. By a person responsible for the child’s health & welfare4. That is non‐accidental or neglectful

Reject ‐ The decision has been made not to investigate and not to transfer elsewhere and the supervisor has approved the decision to reject the complaint.

Withdraw ‐ Reporting person withdraws complaint before the investigation has begun based on new information and there is insufficient reason to proceed.

CPSField Investigation

• Commencement/Priority Response Timeframes:

Priority One Response 12/24 –Commencement within 12 hours and 24 hours for face to face contact with each child victim.

Priority Two Response 24/72 –Commencement within 24 hours and 72 hours for face to face contact with each child victim.



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• Information Collected During Investigation:– Biographical

– Facts and Evidence:Fact: something that is true & known to have occurred.

Evidence: anything that provides material or information to help draw a conclusion.

Together they are the Who, What, Where, When, How and Why


• Information Collected:– Safety(Immediate) – examples

sexual abuse perpetrator in home, environmental neglect, domestic violence, etc.

– Risk (Future) – examples substance abuse, mental illness, number of children, age of parent, etc.

CPSCase Decision

• Preponderance vs. Non‐Preponderance Investigations

• Preponderance of Evidence: evidence that is of greater weight or more convincing than evidence that is offered in opposition to it; a 51% likelihood that abuse or neglect occurred.



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CPSCategories

• Category V – Services not needed.

• Category IV – A denied case and community services are recommended.

• Category III – Open case and community services needed (risk assessment).

• Category II – Open case and child protective services required.

• Category I – Open case and a court petition is required.

CPSOngoing

• Case Open – child remains in home

• Removal of Alleged Perpetrator from Home

• Non‐custodial Parent Placements

• Out of Home Placement – Less than 21 days

CPSOngoing

• Services Provided by CPS• Referrals to Family Preservation

Services• PSM 714‐1: “With family input develop

a strength based service agreement which focuses on the issues identified on the risk and needs and strengths assessments.”



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Teaming is a collective effort that necessitates a team approach. Caseworkers will form a team comprised of the important people in the child’s and family’s life that meets, talks and plans together. Caseworkers will ensure team functioning by making sure the team has the ability and cultural competence to design effective services and supports, adjust as may be needed and use collaborative problem solving.


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Key Caseworker Activities for Teaming:

3. Form a family team.

4. Prepare members of the family team for participation on the team and for upcoming decisions.

5. Ensure members of the team meet and participate in shared decision-making on a regular basis.

CPS and Permanency

• Permanency is NOT a “foster care” or “adoption” issue – it begins with CPS!

– Engaging the family during investigation

– Engaging and enhancing the family’s support system

– Assisting families in developing skills and accessing resources that can help them to maintain their children safely in their home permanently whenever possible

CPS



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CPS and Permanency

• The efforts of CPS workers will have effects on a case which transfers to foster care long after the transfer

– Identification and engagement of relatives and other members of the family’s support system

– Gathering complete information on the families needs and strengths so that the foster care worker is not “starting from scratch”

CPS

What About the Fathers?

• Jot down what you think about fathers in child welfare cases on a sticky note.

• Place your sticky notes on the big sticky pad of paper up front.

• Do not write your name on your comments.

• Feel free to express both positive and negative beliefs about fathers.

CPS

Engaging Fathers

• Immediately identify and contact the father(s).

• Discuss with both parents the importance of the father’s involvement in the child’s life.

• Include the father in the development of any case plans.

• Engage fathers in the development of any out of home placements as well as visitations.

• Keep fathers equally informed about their child’s appointments and other activities.

CPS



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CPSAbsent Parent

ProtocolPSM 715‐3

FOM 722‐06G

• Efforts to locate and contact absent parents for information, visitation rights, and case planning

• Efforts to locate absent parents MUST be made prior to case transfer to foster care

• Provide prior notice of a scheduled Family Team Meeting (FTM) to an incarcerated parent by mail or telephone in the case of a considered removal.

• Contact the DHS contact person at the facility and ask that the parent be allowed to participate in the FTM by phone.

• Notify the parent’s attorney of the FTM and the attorney must be allowed to attend the FTM.

• Ensure that the incarcerated parent receives copies of the DHS‐1105, Family Team Meeting Activity Report and the DHS‐1107, Family Team Meeting Attendance Report, after all FTMs.

• Document the parent’s prisoner or jail identification number, prison or jail facility, charge or conviction offense, and parole or release eligibility date.

CPSIncarcerated Parent

ProtocolPSM 715‐2

CPSRelative Engagement

• Relatives can provide a number of supports to the children and family whether the child remains in the home or must be removed:

– Safety plan– Financial support– Emotional support– Placement– Permanence



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CPSRelative Search

• 30 days from removal identify all adult relatives– Maternal and Paternal Grandparents– Aunts & Uncles– Adult Siblings – Other Relatives that Parents Request

be Informed

CPSRelative Search

• Who could you ask for contact information for relatives?

• What other resources are available to you that you could use to identify relatives?

CPSRelative Search

• Diligent Search Checklist – DHS‐991• Relative Notification Form Letter for CPS and Foster Care – DHS‐990

• Relative Response Form – DHS‐989• Relative Search Information – DHS‐988• Relative Documentation – DHS‐987



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Assessment is an ongoing process of information gathering, analysis and collaborative decision‐making that includes parents, children, extended family members, caregivers and professionals as partners. A comprehensive family assessment is a compilation of evaluations used to design plans and provide children and families services that focus on safety, permanency and well‐being. The potential impact of traumatic stress on children and parents is a part of this assessment process, so that it can be addressed in case planning.


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Key Caseworker Activities for Assessment:

6. Use formal and informal assessment techniques to collect information.

7. Collaborate with team members to identify child and family strengths, trauma histories and needs.

8. Organize and analyze all information that is collected to develop a comprehensive family assessment.

9. Update comprehensive family assessment on a regular basis and prior to case closure.

Relative Assessment

• Ability to protect the children from further abuse or neglect by the birth parent(s)

• Ability to maintain other significant relationships and attachments

• Review assessments and relative engagement efforts completed by other professionals who have previously had contact with the family

CPS



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CPS & Relative Assessment

• Initial Relative Safety Screen – DHS‐588

• Criminal History Check (LEIN – Law Enforcement Information Newtork)

• Central Registry clearance

CPS

CPS & Relative Assessment

• Placement for permanence begins here!

• Future implications

– Able to be licensed?

– Able to meet children’s needs?

– Able to keep siblings together?

– Willing to adopt?

– Within 75 miles of removal home?

– Other relatives who could be utilized if this placement is not able to be maintained?

CPS

CPSTransfer to Foster Care

• Licensed Foster Home

• Case Conference with Foster Care• CPS worker and supervisor• FC worker and supervisor

• “5 Day Packet” – FOM 722‐1



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Family Scenario Activity

• Read the first portion of the CPS scenario in your packets, and answer the associated questions.

• Once instructed, read the second portion of the CPS scenario, and answer the associated questions.

CPS

CPS


Foster Care

AttachmentSeparation and LossGriefTransfer from CPSPlacement Selection CriteriaPermanency GoalsConcurrent PlanningRelativesEffective Home VisitsPlan DevelopmentReplacement

Attachment

• Attachment is the lasting psychological tie between people who have an emotional significance for each other.

• Attachments exist through time and space, even with people we may not see or interact with frequently

FosterCare



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Separation and Loss

• Separation from close attachments is always a loss

• Grief is the reaction to significant loss

• Grief and loss have physical, emotional, social and spiritual aspects

FosterCare

Grief

• Grief is a process, not an event

• Five stages of grief:

– Shock/denial

– Anger

– Bargaining

– Depression

– Acceptance/Resolution

• Progression is not linear and may not occur in this order

FosterCare

Grief

• Children can only handle short outbursts of grief, and this may lead those around them to think they are “OK”

• Children move through the stages more slowly and are more apt to become “stuck” in a stage than adults

• Moving through the stages is important – problems arise when people get “stuck” in a stage.

FosterCare



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Grief

• Shock/Denial: may appear unaffected. This DOES NOT mean there was no attachment with the birth parent.

• Anger: emotional outbursts, oppositional, refuses to follow rules in new home

• Bargaining: “I’ll be good if I can go home!”

• Depression: withdrawal, trouble concentrating, irritability

• Acceptance: may refer to foster family as own family and birth family as “other” family; may reminisce about birth family as a way to hold on to them

FosterCare

The placement process is a methodology to ensure that children are placed in the most appropriate, least restrictive living arrangement consistent with their needs.

Ideally we enable the child to:• Maintain connections to family and friends.• Receive assistance with any special needs. • Stay in the same school.


Key Caseworker Activities for Placement:

21.Assess whether potential relative or kin caregivers are willing and able to safely care for children and youth.

22.Work closely with members of the family team to make initial placement decisions, support those placements and plan for transitions.

23.Use assessment information to match children and youth to the most suitable placements.

24.Use visits to preserve connections, strengthen relationships and make progress on identified goals.

25.Facilitate parent involvement with their children.

26.Help children stay connected to their siblings.




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Trauma Informed Decision Making Process

Consideration of the Traumatic

Impact to the Child

Family Preservation Philosophy

Physical Safety of Child

RemovalPlan to Minimize Trauma to Child

Transfer From CPS

• Court – overlapping responsibility

• Relative Searches/Absent Parent Protocol

• Parenting Time/Visitation Plan 7 days of removal

FosterCare

In Their Shoes…

Imagine you are being placed in a new home.

What factors would you want your foster care worker to consider in choosing a place for you to

live?

FosterCare



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Placement Selection Criteria

(FOM 722‐3)

• Permanency goal

• Placement with relatives

• Needs of the child

• Child’s preference

• Proximity to the child’s family

• Placement of sibling groups

Continued on next slide

FosterCare

Placement Selection Criteria(FOM 722‐3)

• Child’s and family’s religious preference

• Least restrictive setting (most family‐like)

• Continuity of relationships

• Availability of placement resources for the purpose of timely placement

• Current circumstances of potential placement family

FosterCare

Permanency Goals in FC

(FOM 722‐7)

• Reunification – almost always “Plan A”

• Adoption – usually “Plan B”

• Guardianship

• Permanent Placement with a Fit and Willing Relative (PPFWR)

• Another Planned Permanent Living Arrangement (APPLA)/Emancipation (APPLA‐E)

FosterCare



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Concurrent Permanency Planning

• “Plan A” and “Plan B”• Discussing “Plan B” with parents immediately prior and subsequent to removal can be difficult, but is essential– Reinforce belief that they are capable of having children returned, but “what if…”

• Discuss concurrent plan with caregivers to ensure that they understand what both plans are, as well as their roles in each plan

FosterCare

Placement for Permanence

• EVERY time we place a child, no matter where we are on the continuum, we should be placing for permanence, and considering both Plan A and Plan B

• Where a child is placed initially upon removal can have substantial consequences on the timeliness of their permanency

FosterCare

Roles of Relatives FosterCare



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FC and Relative Assessment

• Relative Agreement for Placement and Licensure –DHS‐972, within 5 days of placement

• Initial Relative Placement Home Study – DHS‐3130A, within 30 days of placement

• Licensing Record Clearance Request – BCAL‐1326

• If not able to be licensed, complete Relative Caregiver Waiver of Licensure – DHS‐875– If it is in the children’s best interest to remain in the home despite home not being licensable, document why!

FosterCare

FC and Relative Assessment

• Relatives should be licensed whenever possible!– Increased protection of children from abuse and neglect.

– Assurance that providers meet minimum foster family licensing requirements.

– Provision of financial support to caregivers.

– Access to training and services to enhance and improve the quality of child care provided to foster children.

FosterCare

Effective Home Visits

• Goals should be established for each visit• Separate times allocated for each child, parent, and/or caregiver

• Discussions must be open to offer opportunities for meaningful consultation

• Home visits must be exploratory in nature and mindful of changes in the child’s or family’s circumstances on an on‐going basis

• Home visits are supportive and skill‐generating, so that children and families feel safe in dealing with challenges and change

FosterCare



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How Can I Check Its Effectiveness?

Ask Yourself:

• Did I spend sufficient time planning the visit?

• Did I meet my goals and the family’s goals?

• What worked well during this visit?

• What challenges did I have during this visit and how might I have addressed them better?

• What did I learn during the visit? New goals, needs?

FosterCare

Child/Parent Visitation and Permanency

• Visitation is essential for a child’s well‐being.

• Visitation is fundamental to permanency.

• Visitation is vital to a child maintaining family relationships and a cultural connection.

FosterCare

Child/Parent Visitation

• Must occur within 7 days of removal• Preserve a child’s attachment to parents, siblings, and other family members.

• Lessen anxiety about being in an out of home placement – reduce trauma.

• The visitation plan should always be in the best interest of the child.

• One of the best predictors of successful reunification is the frequency and quality of visits between the parent and child.

FosterCare



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Quality Parent/Child Visits

• Follow DHS policies and current court orders regarding visits.

• Keep them interactive and separate from counseling, therapy, case reviews or court hearings.

• Supplement them with phone calls, letters, emails, etc.

• Have ongoing conversations with parents about progress or lack thereof.

• Visits should NEVER be used as a reward or punishment, but should be considered a right.

• Safety of the child must NEVER be compromised!

FosterCare

• The caseworker must make reasonable efforts to identify and locate an incarcerated parent.

• In cases where reunification is the permanency goal, the caseworker must engage the parent in the case service plan regardless of how long that parent will be incarcerated.

• The caseworker must make monthly contact with the incarcerated parent through face‐to‐face contact, letter, email, or phone contact.

• The parent must be given an opportunity to review and sign the case service plan.

• Caseworkers must provide prior notice to an incarcerated parent of Family Team Meetings (FTMs) concerning court intervention, change in permanency goal, and return home.

Incarcerated Parent ProtocolFOM 722‐6

Foster Care

• Must engage the incarcerated parent in creation of the case service plan regardless of the length of the incarceration.

• Request, in writing, the following information from the incarcerated parent:

– Identification of relatives and wishes regarding parental involvement

– Parent’s views of his or her needs and strengths.

– Services and work opportunities available to the parent.

– Describe his/her plan to provide care and custody of the child upon release from incarceration.

– Add the caseworker to his or her call/visitor list so the parent and caseworker may communicate via telephone/in person.

Foster Care

Engaging Incarcerated ParentsFOM 722‐6



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Case planning is a cooperative effort in which the caseworker, in partnership with the parents, children and other team members, develops a road map for moving a child to permanence promptly (as required) while at the same time addressing the child’s safety & well‐being needs. Effective assessments drive the case planning process.


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Key Caseworker Activities for Case Planning:

10.Involve families and other team members in a case planning process with a long-term view toward safety and permanency.

11.Link services to individual strengths, potential traumatic stress and specific needs of each relevant family member to the identified permanency goal or goals.

12.Develop plans that have behaviorally specific and achievable goals and action steps.

13.Use visits with the child and parent to make progress on goals and action steps.

14.Track progress on case plan implementation and adjust as needed.

Plan Development

• Input from parents, relatives, children, caregivers

• Information from previous reports and assessments

• Determination of Care (DOC)• Initial Service Plan (ISP) and Updated Service Plan (USP)– Family Assessment of Needs and Strengths (FANS)

– Child Assessment of Needs and Strengths (CANS)

FosterCare



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Service Planning

• Parent Agency Treatment Plan/Services Agreement (PATP)– Negotiated– Services for Parents and Children– Parenting Time Plan– Barrier Reduction– “Road map” for the case

FosterCare


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Case plan implementation:

• Details the who, what, where, when and how with regards to specific tasks and/or objectives for each participating case planning partner (birth parents, foster parents, relatives, caseworker and service providers).

• Is the utilization of services designed to address a family’s underlying needs as identified through the assessment and case planning process.

• Begins at initial plan development and continues throughout case closure.


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Key Caseworker Activities for Case Plan Implementation:

15.Engage with service providers.16.Clarify specific service needs when making referrals.17.Provide services promptly and on an ongoing basis to

increase safety, reduce risk, address well‐being and promote timely permanency.

18.Use caseworker visits to mobilize services.19.Evaluate the appropriateness and effectiveness of

services.20.Provide services at the time of discharge and case

closure.



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Family Participation in Services

• Prepare the family for their responsibilities, roles, and expectations regarding their services

• Assist family with transportation

• Take into account the family members’ other obligations such as school, work, and other services

• Make sure the location is accessible

FosterCare

In Their Shoes…

• Imagine you’re a child who has just been removed from their parents’ home by CPS. What kinds of things might you miss about your parents’ home while you’re in your “new” home?

• Imagine that, after 6 months, you are moved from that home. What kinds of things might you miss?

• Imagine that you have to move from the next home in another 6 months. What kinds of things might you miss?

FosterCare

Replacement

• Children may move for a variety of reasons– Placement no longer able to meet the child’s

needs– Move to relative placement– Reunify siblings– Move to prospective permanent home

• Replacement can have lasting effects• Children who are replaced frequently are less likely to achieve timely permanence, whether the goal is reunification or another permanent plan

FosterCare



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• Read the Foster Care page in the Family Scenario and discuss an answer to questions one and two.

• Once instructed to do so, read the next paragraph about the children’s sexual behavior. Discuss and answer question three.

FosterCare

CPS


Foster Care

AdoptionAttachmentSeparation and LossGriefTransfer from CPSPlacement Selection CriteriaPermanency GoalsConcurrent PlanningRelativesEffective Home VisitsPlan DevelopmentReplacement

Referral from Foster CareCourt ResponsibilityAssessments/Time FramesPlacements/RelativesUnmatched ChildrenSubsidySupervisionDisruptions/Dissolutions

AdoptionReferral From FC to Adoption

• Foster care remains primary worker

• Send complete packets – 5 days from receipt of termination order

• Case Review Meeting within 30 days and then quarterly

• Continue to send updated reports



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AdoptionCourt Responsibility

• Foster Care Workers still attend Post Termination Review (PTR) Hearings

• Adoption Workers report on adoption progress

• Reviews on adoption cases may go on the “rocket docket” in some counties have reviews as often as every week

AdoptionAssessments

• Child Adoption Assessment (DHS‐1927)• Child Adoption Assessment Addendum (DHS‐606)

• Adoptive Family Assessments:– BCAL‐3130– Adoptive Family Assessment

Addendums (DHS 612)

Adoption and Relative Assessment

• BCAL‐3130 (if not already licensed) and Adoptive Family Assessment Addendum (DHS‐612)

• Assessment is centered on being able to care for the children permanently, rather than for 1 year or less– Ability to maintain important attachments, especially with other side of child’s family

– Ability to maintain safety without oversight from foster care

– Ability to assist child in adjusting to different identity after adoption and seek services without a case worker

Adoption



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AdoptionAdditional

Considerations

• Heightened consideration:– Child under 10 and adoptive parent is more that 50 years older than child

– Adoptive parent under age 21

• Additional documentation/evaluation:– More than 3 children under age 3– More than 4 adopted children– More than 6 children total in the home

AdoptionPlacement

• Placement priorities– Siblings– Relatives

• Adoption has different rules than foster care licensing– Central Registry– Criminal convictions

AdoptionTimeframes

• 6 Months to Complete an Adoption

• Permanency Resource Managers – if no identified family within 6 months

• Adoption Resource Consultants – if no identified family within 1 year



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AdoptionUnmatched Children

• Relative Searches

• Genograms

• Michigan Adoption Resource Exchange (MARE)

• The Heart Gallery

AdoptionSubsidy

Support subsidy may be provided to families adopting abused or neglected children from the child welfare system who have one of the following special needs:1. The child receives SSI due to a disability2. The child receives a DOC of a Level 2 or Higher3. The child is 3 years old or older4. The child is being adopted by a relative5. The child is being adopted by a person who

previously adopted a sibling6. The child is being adopted with another sibling

who currently qualifies for subsidy

AdoptionSupervision

• Six months to 18 months long• Foster Care is closed at adoptive

placement (Order Placing Child, or OPC)

• Adoption worker becomes the primary worker

• Order of Adoption finalizes and closes the adoption case



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Disruptions & Dissolutions

Foster Care Move: if the child is moved from a home prior to adoptive placement

Disruption: if the adoption is ended during the adoptive supervisory period

Dissolution: if the adoption is ended after the case is finalized and the Order of Adoption is issued

Adoption

AdoptionDissolutions & Post Adoption Services

If an adoption dissolves, or even is heading in that direction, the case is often brought to the attention of CPS.

As a CPS worker, you would want to know about Post Adoption Resources to support the family and prevent a dissolution.



Mentoring is a developmental partnership in which one person shares knowledge, skills, information and perspective to foster and empower the personal and professional growth of another person.

For example: • a caseworker mentoring a parent • a supervisor mentoring a caseworker • a peer coach mentoring a supervisor

Teaming and mentoring must work hand‐in‐hand to create the kind of opportunity for collaboration, goal achievement and problem solving on multiple levels within the system.

Mentoring is the ability to empower others.



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Key Caseworker Activities for Mentoring:

27.Promote growth through coaching.

28.Create a learning environment through observation and feedback.

29.Support change through building honest and genuine relationships.


• Read the adoption section of the scenario and answer the questions.

Adoption



continuum of care revised 1-10-16...

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