A New Practice Model for Child Welfare

Brad McKenzie, Professor EmeritusFaculty of Social Work, University of Manitoba

Brad.McKenzie@umanitoba.ca

Major Components of the Practice Model

• Assessing for Safety, Risk, Family Needs and Strengths-4 training modules

• Applying Safety-Oriented Practice to engage parents and children in casework-11 training modules

What content to include on decision tool?

All information

Information learned

Information needed for

decision at hand

Assessing for Safety, Risk and Family and Child Needs and Strengths- The Structured

Decision-Making (SDM) Model• Safety and Risk Assessment-2

training modules

• Assessing for Family Needs and Strengths- 2 training modules

Module 1-Assessing for Immediate Safety Concerns

The SDM Safety Assessment toolInformation to be collectedDecision-making protocol The role of the Supervisor

Module 2-Assessing for Future Risk of Harm

• The SDM Risk Assessment tool for assessing abuse and neglect

• Information required in applying the tool

• The role of the Supervisor• Exceptions to rules in scoring the

tool

Module 3-Assessing Family Strengths and Needs

Questions to be answeredSources of informationUsing the information to develop

a case planReporting resultsThe importance of integrating

information from safety-oriented practice methods

Module 4- Assessing Child/ren Strengths and Needs

Questions to be answeredSources of informationUsing the information to develop

a case planReporting resultsThe importance of integrating

information from safety-oriented practice methods

Safety Oriented Practice Training Modules1. Interviewing for Safety and Danger 2. Three Questions to Organize Your Practice3. Small Voices, Big Impact: Keeping Children at

the Center of the Work4. Solution-focused Inquiry5. Introduction to Mapping6. Harm Statements, Danger Statements and

Safety Goals7. Mapping With Families 8. Safety Networks 9. Safety Planning10.Landing the Practice Model in Everyday Work11.Organizational Environments: Reflection,

Appreciation, and Ongoing Learning

Module 1Interviewing for Safety and Danger

◦Looking at Balanced Assessments and interviewing for Safety and for Danger.

◦Clear definitions are given which become the foundation for the remaining modules.

Module 2Three Questions to Organize Your Practice◦Worries, Well, Next....◦A focused discussion to be aware of when we use jargon and generalizations (i.e. He is an alcoholic)

◦The focus is on paying attention to Behavioural Detail and ensuring rigorous, balanced assessments.

Module 3Small Voices, Big Impact: Keeping Children at the Centre of the Work◦Introduction of tools that can be utilized to understand the child’s position Three Houses Safety House

Module 4Solution Focused Inquiry

◦We begin to practice skills utilizing solution focused interviewing and appreciative inquiry. Exception questions Scaling questions Coping questions Preferred future questions Position questions

Module 5Introduction to Mapping

◦Introduces the core concepts Mapping and the connection to SDM

◦Exploring how Mapping can be used in the office; individual worker, supervision or case consult

Module 6Harm Statements, Danger Statements and Safety Goals

Co-creating clear, concise Harm and Danger Statements and clear Safety Goals that will help organize our work with families.

Module 7Mapping with Families

◦How we bring the Mapping conversation to our families

◦Partnering with families in co-creating goals that are meaningful for both the family and the agency that directly impact on child safety.

Module 8Safety Networks

◦How to include extended networks especially the informal members of a family’s community who are willing to participate in keeping the child/ren safe

Module 9Safety Planning

◦How to create a case plan with your family that focuses on meeting the needs that directly impact child safety.

Module 10Landing the Practice Model in Everyday Work

◦How we document and record the progress and work we do with our families.

Module 11Organizational Environments: Reflection, Appreciation and Ongoing Learning

◦How our organizational culture impacts our work and ultimately the children and families we work with.

How Training Happens

The Role of CoachesThe coach position is not intended to replace

the supervisor and that person’s vital role in decision making.

The Coach’s Role is to provide continued support and coaching.

• The Coach will initially be “in front” rolling out each of the Practice Training Modules,

• Then the Coach will be “beside” Supervisors to provide support as the Supervisor begins to help staff put concepts into practice,

• And then “behind” where the Coach will be available for consultation as needed.

Comments and Questions