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Understanding and Integrating the Ontario Practice Model:

A Companion Guide (June 2013)

Understanding and Integrating the Ontario Practice Model is the property of the Ontario Association of Children’s Aid Societies (OACAS). The webcasts and Companion Guide are based on the OnLAC, SAFE and PRIDE training programs, developed by OACAS, and funded by the Ministry of Children and Youth Services (MCYS). Materials reproduced from other sources that appear in this webcast series are copied under license from Access Copyright, the Canadian Copyright Licensing Agency. Reproduction or distribution of these material is an infringement of copyright law.

©2013 Ontario Association of Children’s Aid Societies

Understanding and Integrating the Ontario Practice Model: A Companion Guide 1

Overview

This companion guide was developed to support a child welfare agency’s use of the Understanding and

Integrating the Ontario Practice Model webcasts, produced by Education Services at the Ontario

Association of Children’s Aid Societies (OACAS). The companion guide can be used by a staff member

who delivers training to resource parents; by all staff as part of staff orientation; by specific staff or staff

groups; or by volunteers and/or board members to deepen the understanding of the Ontario Practice

Model (OPM). The group or an individual will engage in the outlined activities as well as strive to answer

and discuss the questions related to the webcast being listened to or viewed.

The themes of teamwork, permanence, culture and identity, and well-being are clear and strong in the

OPM. Each theme is explored in a separate webcast and illustrates how the OPM’s three frameworks

[Structured Analysis Family Evaluation (SAFE), Parent Resources for Information Development and

Education (PRIDE) and Ontario Looking After Children (OnLAC)] support a whole agency approach to

strengthening in care services for infants, children and youth.

How to make optimum use of the Webcasts

Accessing the Webcasts

Each webcast can be accessed via the OACAS members’ website www2.oacas.org/training/opm/modules/index.htm.

For non-members, please visit: http://www.oacas.org/opmmodules/media.html

Username: opmmodules

Password: Oa75frontcas

**Please note that usernames and passwords are case sensitive.

The webcasts can be viewed by an individual or a group. In addition, audio files are available for

individuals or groups to listen to the audio portion only.

The video files can be best viewed in VLC player (free to download) http://www.videolan.org/vlc/index.html, or alternatively, Windows media player.

Understanding and Integrating the Ontario Practice Model: A Companion Guide 2

For instructions on how to download the video file (mp4) and/or mp3 file (audio only) to your computer, click here: http://pcsupport.about.com/od/fileextensions/f/mp4file.htm For instructions on how to download the video file (mp4) and/or mp3 file (audio only) from a PC or Mac to your iphone/ipad/apple product, click here: http://support.apple.com/kb/HT1296 For instructions on how to download the video file (mp4) and/or mp3 file (audio only) to an Android product click here: http://www.talkandroid.com/guides/misc/how-to-transfer-files-to-your-android-device-via-wifi-or-mobile-networks/ For instructions on how to download the video file(mp4) and/or mp3 file (audio only) to a Blackberry product, click here: http://worldwide.blackberry.com/gettingstarted/?CPID=OTC-GETSTARTED

Who Should Access the Webcasts

To truly gain a solid understanding of the integration of SAFE, PRIDE and OnLAC within the OPM, all

members of a child or youth’s core team should make an effort to watch all four webcasts.

Sometimes the very simplest commitment by a team, such as participating in a learning activity

together, can result in a positive impact for children in care.

How to Gain the Most from the Webcasts

To gain optimum learning from the Understanding and Integrating the Ontario Practice Model webcasts,

learners should view or listen to the webcasts in the following sequence:

1. Teamwork

2. Permanence

3. Culture and Identity

4. Well-being

It is recommended that individuals or groups watch one webcast at a time, and take some time to

reflect on what was heard. Pause the webcast to answer some of the discussion questions, or

participate in a suggested activity contained in this Companion Guide before moving on to the next

webcast. In the event that the webcasts are not viewed consecutively or in the same sitting, portions of

the introduction are repeated as a refresher in each one.

Each webcast is approximately 35 minutes in length (audio and/or video).

Understanding and Integrating the Ontario Practice Model: A Companion Guide 3

A group’s learning may be enriched if a PRIDE or OnLAC trainer and/or a SAFE assessor participates to

share their knowledge and experience.

You may consider the benefit of watching the webcasts with others as a way to facilitate better

understanding of why and how the OPM is integrated. Consider using a webcast during:

Team meetings

Mixed-team membership meetings

Resource family meetings

Board meetings

Orientation sessions for volunteers

Interactions with students

Prior to viewing or listening to the webcasts consider the following

History and Context of the Ontario Practice Model

Discussion Points

1. Why do you think Ontario implemented these three integrated frameworks, SAFE, PRIDE and

OnLAC?

2. What are the benefits to resource families, infants, children and youth in Ontario from

integrating the three frameworks?

Activity

Examine the three frameworks and the tools utilized within each as listed below. Consider how any one

set of tools supports the integration of the other two. In this way you may come to understand the

OPM model in greater detail.

SAFE Tools: Read Questionnaire 1 and the Reference form and consider the comprehensive

nature of each of the tools. These tools could be obtained from the Kinship, Resource or

Adoption department.

PRIDE: Review samples of each of the Connections Tools, Trainer Worksheets, Pre-Service and

In-Service content outlines.

OnLAC: Look at samples of the different age groups of the Assessment and Action Record.

Understanding and Integrating the Ontario Practice Model: A Companion Guide 4

Discussion Questions and Activities for the Four Modules

Module 1: Teamwork

Discussion Questions

1. Begin by considering the quote used at the start of this webcast theme: “Never doubt that a

small group of thoughtful, committed people can change the world. Indeed it is the only thing

that ever has.” (Margaret Mead, Anthropologist)

a. How do you value teamwork when caring for children and youth?

b. How do you know teamwork is valued in your agency?

c. The definition of the child’s team is very broad. Are all these same members included in

your agency description of the child’s team?

2. Based on what you learned from the webcast, what do you think about the way resource

families are prepared and selected?

3. Now that you know the benefits of an integrated training and assessment model for resource

families, how do you think we are doing with this integration? Where can it be strengthened to

ensure the most informed and committed families join us?

4. Newly approved families join the child’s team expecting to be treated as full and equally

important members of this professional team, especially with respect to the following:

a. Open communication: What does this look like? Are there times when communication is

not transparent and open with a resource family? Why?

b. Inclusion: What does this look like? Are there times when a resource family is not

included?

5. Mutual respect: What does mutual respect look like? How is mutual respect demonstrated by

all members of the team?

6. Do you think resource families feel considered as full members of the professional team?

7. Remember the Annie Video Clip; how did roles vary and how were they fulfilled? Was there

equal participation? How did the worker ensure each voice was reflected? Was mutual respect

demonstrated?

8. How is your agency doing with regard to including the young person (over age 10), the resource

family and the worker in completing the AARs and developing the Plan of Care?

9. A high functioning, collaborative team is needed to ensure permanency, well-being and the

preservation and strengthening of the child’s culture and identity. Do you have any further

ideas about how we can use the team to ensure we have done our best?

Activity

Play a DVD from the PRIDE Digital Curriculum and discuss how this learning resource could be

used with the whole agency.

Understanding and Integrating the Ontario Practice Model: A Companion Guide 5

Module 2: Permanence

Discussion Questions

1. Consider the two definitions of permanence provided within the webcast and listed below; how

do these definitions resonate for you and your team, and the ways you contribute to

permanence?

a. “An enduring family relationship that is safe and meant to last a lifetime; offers the legal

rights and social status of full family membership; provides for physical, emotional,

social, cognitive and spiritual well-being; and assures lifelong connections to birth and

extended family, siblings, other significant adults, family history and traditions, race and

ethnic heritage, culture, religion and language” (Frey & Greenblatt, 2005, p.3)

b. A strong emotional attachment with significant others, physical permanence through a

stable and continuous living arrangement and legal permanency when the guardianship

of the young person is secure (Stott & Gustavsson, 2010).

2. Resource families know the impact of multiple losses and moves on the child’s culture, identity,

and well-being. Do you know how often children in care at your agency move? Do you know

how many losses and moves each child has had? Is this information included in your OnLAC

data? Would completing a Loss History chart assist with tracking this information?

3. Are you aware of your agency’s confidentiality policy?

4. How does your agency rely on the competence of resource families in order to work directly

with the child’s family system?

5. What did you think of the good bye ceremony held for Annie and her resource family? What are

the benefits for the child and the resource family?

6. When a child transitions from one home, how does your agency support the resource family?

Activity

Speak with an Adoption worker about the value of a Lifebook and how the Lifebook can be used

post placement.

If you are a staff member of an agency, consider seeking permission to attend a Regional

Adoption Exchange event

Module 3: Culture and Identity

Discussion Points

1. Begin by discussing the definition of culture. In the PRIDE pre-service curriculum culture is defined as: A shared system of values, beliefs, attitudes, traditions and learned standards of behaviour that regulate the life within a particular group of people (Rycus & Hughes, 1998); that each family is a distinct culture in and of itself; that families differ in terms of their patterns of

Understanding and Integrating the Ontario Practice Model: A Companion Guide 6

behaviour, habits, rules, communication styles and the ways in which family members relate to one another on a day-to-day basis (Rycus & Hughes, 1998).

a. How are the elements of this definition respected within the agency?

b. How do agencies enhance these components of family culture through service delivery?

2. The OnLAC Identity dimension reflects a number of questions specific to First Nation

communities. In your role, how do you ensure the child can answer these questions? What can

you to do to ensure the resource family contributes to strengthening the child’s identity?

3. Professional staff and resource families are educated through the Child Welfare Professional

Series and PRIDE training to understand the importance of Genograms and Ecomaps. How do

you use these tools in your practice to engage and gather information with families?

4. The Lifebook is a powerful record of a child’s history, identity and culture. How does our agency

ensure the Lifebook is thorough, accurate and complete? Who contributes to it? How does the

child’s team ensure the knowledge of the child and his/her family is included? Seek out a solid

Lifebook sample.

5. How does the child’s team ensure the sensitive and necessary conversations about the child’s

family history occur with the child, and that conversations occur on an ongoing basis as

needed?

6. According to resiliency theory, every child in care is capable of achieving success. How do we

ensure the team knows of and celebrates success for each child/youth in care?

Activity

Watch My Family Lives Here (Resource video in the PRIDE pre-service curriculum, 2010)

o Discuss how your group strengthens the child’s identity and helps to maintain

connections to important people and their culture

Locate relevant sections of the CFSA with its special provisions for FN children and youth

Review Kevin’s Loss History Chart from the PRIDE Pre-service curriculum PRIDEbook, Resource

Sheet 4E. Consider how such a concise and helpful tool can contribute to the team’s

understanding of the child’s experience with loss and how the child’s identity and self-esteem

may be impacted. Do you currently use this tool? Select a child the team knows well and chart

his/her history of losses. Discuss what you discover.

Find related questions within the AAR Identity dimension to help the young person explore and

understand their past.

Module 4: Well-being

Discussion Points

1. Consider the two definitions of well-being provided in the webcast and listed below; how do

these definitions fit for you, your team, the child’s team, and the child?

a. The state of living at one’s highest possible level as a whole person and maximizing one’s

potentials while enjoying the process and maintaining optimal health along the way

(Schafer, 1999).

Understanding and Integrating the Ontario Practice Model: A Companion Guide 7

b. Well-being [is a state] in which every individual realizes his or her own potential, can

cope with the normal stresses of life, can work productively and fruitfully, and is able to

make a contribution to her or his community (World Health Organization, 2011).

2. Consider what you/we can do to bring the seven assumptions inherent in the Developmental

Model within OnLAC to fruition. They are:

i. Humans achieve greater well-being through consciousness, activity and engagement.

ii. Human beings have vastly more growth potential than is realized by most people

iii. The full growth potential of a person cannot be predicted; it only becomes apparent

when the person’s present life conditions are optimized.

iv. Human development is maximized when a person has a significant and positive

relationship with one’s origins and has a sense of belonging and continuity. This is

achieved through stable primary groups, not transient alliances, and with a larger valued

culture.

v. When individuals feel secure in their current life conditions, they can show dramatic

gains any time during their lives.

vi. More knowledge and technology exists about how to advance people toward their

potential than is known by or utilized in any one service. No matter how good any

service or agency is, there may still exist a better way.

vii. The assumptions and the implications of the Developmental Model are of universal relevance to:

a) People of all ages and degrees of abilities b) All types of services c) Caregivers

3. Resource families build and strengthen attachment each and every day. How do other members

of the child’s team contribute to the child’s secure attachment?

4. In one of the video clips, Andrew and Michael make strong positive statements about the

quality of care their child received from her foster family and how this foundation has

contributed to her current well-being. How does the agency communicate such success stories

to the child’s team members?

Activity

Examine the 40 Developmental Assets within the AAR. Consider what you/we do to ensure

assets are strengthened for our children in care?

Create a list of ordinary magic techniques you/we could implement.

Resources available to staff members of Child Welfare Agencies

The following list of resources may help to deepen your understanding of the Ontario Practice Model

components, themes and other related messages. The following can be viewed on the OACAS members’

website, www2.oacas.org under:

Understanding and Integrating the Ontario Practice Model: A Companion Guide 8

Ontario Practice Model Integration Chart, December 2010

Resources > OnLAC > The Ontario Practice Model Reference Guide, September 2011

Provincial Projects > Completed Projects > Building Bridges to Belonging: Promising

Practices for Youth, 2009

The following can be obtained from an agency Resource department or Children’s Services department

A Sample of the Loss History Chart, PRIDEbook Pre-service 4E

CFSA

OnLAC Assessment and Action Records

PRIDE Digital Curriculum

SAFE Tools

Other Websites to complement your learning

www.search-institute.org

www.lionsquest.ca

www.resiliencycanada.ca

Understanding and Integrating the Ontario Practice Model: A Companion Guide 9

References

Frey, L.L., Greenblatt, S. B., Brown, J. (2005). A call to action: An integrated approach to youth permanency and preparation for adulthood. New Haven, CT: Casey Family Services.

Schafer, W. (2005). Stress management for wellness. Wadsworth Publishing, 4th ed.

Stott, T. & Gustavsson, N. (2010). Balancing permanency and stability for youth in foster care. Children and Youth Services Review. 32(4). pp 619-625.

Rycus, J. S., & Hughes, R. C. (1998). Field guide to child welfare. (Vol. 2, pp. 414, 433-437). Arlington, VA: CWLA Press.

World Health Organization. (2011, October). Mental health: A state of well-being. Retrieved from http://www.who.int/features/factfiles/mental_health/en/