Case Consultation and Skill Building: Case Managementcenterforchildwelfare.fmhi.usf.edu/Preservice/ActionBoosterTraining… · 1. Information to participants to inform assessment

Case Consultation and Skill Building: CM FL TG 1

Case Consultation and Skill Building: Case Management

Estimated Time 12 Hours Order/Overview

DAY 1: Start Time 9:00 1. Introduction-

a. Pre-Test b. Learning Objectives for Training

2. Session 1: Supervisor Consultation: Philosophy 3. Session 2: Supervisor Consultation: Focus and Influence 4. Session 3: Supervisor Consultation: Framework 5. Session 4: Supervisor Consultation: OFFA Preparation Stage 6. Session 5: Supervisor Consultation: OFFA Introduction Stage 7. End of Day Take Away and Plan for Day 2

DAY 2: 8. Welcome Back

a. Thoughts or Questions from Yesterday b. Review and overview of day

9. Session 6: Supervisor Consultation: OFFA Exploration 10. Session 7: Supervisor Consultation: OFFA Case Planning 11. Session 8: Supervisor Consultation: Safety Planning Analysis and Safety Planning


12. Questions and Review a. Wrap Up of Two Days b. Post Test and Training Evaluation

Logistics

• Flip chart/markers • LCD projector and screen • Computer and Audio for Video • Internet Connection for Video


Workshop Introduction

Slide Purpose:

1. This slide is intended to provide the background as well as the

context for this training session.

2. The introduction should provide an explanation for this training

within the larger context of what is happening with respect to

supporting the implementation of a systematic safety assessment

practice that engages families.

Trainer Narrative:

1. The “Safety Methodology” emphasizes:

a. A common language for safety assessment;

b. A common set of constructs for identifying children

who are unsafe;


c. A common set of constructs that guide non-negotiable

safety interventions and remediation for unsafe

children.

2. Safety Methodology practice, information collection and decision-

making provides the essential foundation of all intervention that

occurs as part of the Safety Methodology and continues throughout

our engagement with families.

3. This training is one activity within a larger strategy plan to assure

that the Safety Methodology is implemented with fidelity.

a. (Fidelity refers to standardized practice and decision-

making that is performed and occurs in the field as

originally designed and intended.)


Introductions

Slide Purpose:

1. The trainer should introduce himself or herself.

Trainer Narrative:

1. Begin by the trainer providing his or her own introduction.

2. Introduce yourself; indicate experience in child welfare and in

training.

3. Mention personal experience, interest and preparation related to

Safety Methodology and leading this workshop.


Activity/Exercise:

1. Participant Introductions.

a. The trainer may choose to develop a warm-up approach to

introductions or simply conduct the introductions straight

out.

b. Participants should indicate who they are, their agency,

their position, and their experience.

c. Sometimes it is useful to ask participants to also indicate

expectations they have for the training.


Workshop Training Objectives

Slide Purpose:

1. To introduce workshop-training objectives.

Trainer Narrative:

1. The purpose for the workshop is to introduce and practice a safety

focused case consultation approach for Case Management

Supervisors and Safety Practice Experts.

Exercise/Activity:

1. Review objectives with participants, reinforcing the focus of this

training are the role and process of consultation during the Family

Functioning Assessment.


Agenda

Trainer Handout:

1. Agenda. Located in the participant guide, page 3.

Activity/Exercise:

1. Review the agenda.

2. Address any facility or workshop logistics concerned with the

daily schedule, room or building instructions, etc.


Case Consultation and Skill Building

Office of Child Welfare In-Service Training

Agenda Day 1: 9:00-4:30 Introduction-

Pre-Test Learning Objectives for Training

Session 1: Supervisor Consultation: Philosophy of Supervisor Consultation Break

Session 2: Supervisor Consultation: Focus and Influence

Lunch 11:45-1:00 Session 3: Supervisor Consultation: Framework Session 4: Supervisor Consultation: OFFA During Preparation Stage

Break Session 5: Supervisor Consultation: OFFA During Introduction

End of Day Take Away and Plan for Day 2 Day 2: 9:00-4:00

Welcome Back Thoughts or Questions from Yesterday Review and overview of day

Session 6: Supervisor Consultation: OFFA During Exploration Stage Break

Session 7: Supervisor Consultation: OFFA During Case Planning Lunch 11:45-1:00

Session 8: Supervisor Consultation: Progress Evaluation and Safety Management

Questions and Review Wrap Up of Two Days Post Test and Training Evaluation Complete


Baseline Knowledge Assessment

Slide Purpose:

1. Information to participants to inform assessment.

Trainer Narrative:

1. What is provided during this training depends on other knowledge

and other skill which each of you bring to the process.

2. Training focuses on individual knowledge of essential concepts

that underpin safety intervention practice and decision-making.

3. The curriculum objectives are to enhance professional growth and

development of child welfare staff, increasing competence;

confidence and expertise surrounding case consultation for Case

Management Supervisors during the Family Functioning

Assessment.


4. Inform participants that this is not a test but, rather, a gauge of

their knowledge base.

5. The assessment will be used to inform further assistance and staff

development activities at a global and individual level for

participants.

6. In addition, we will reflect back upon their answers at the

conclusion of the training.

Activity/Exercise:

1. Hand out the competency pre-test assessment for participants.

a. Loose Handout.

2. Allow participants 15 minutes to complete the worksheet.

3. Have participant’s hand in their worksheets to the facilitator.


TRAINER VERSION 1. Sufficient information is: ___ A) Information that is gives us a full picture ___ B) Is relevant to the particular information domain ___ C) Is pertinent to the information domain ___ D) Is adequate and gives us confidence about conclusions ___ E) All of the above 2. The initial risk assessment is completed? ____ A) When the hotline is received by the CPI. ____ B) For each parent, regardless of their household. ____ C) Only when children are safe. ____ D) At the conclusion of the family functioning assessment. ____ E) At anytime during the assessment. 3. Which of the following is not one of the safety threshold criteria: ___ A) Immediate ___ B) Potentially severe ___ C) Out of control ___ D) Protective capacity ___ E) Observable 4. Only new CM’s are in need of consultation. ___ True ___ False 5. Assessing for impending danger is contingent upon: ___ A) Sufficient Information collection ___ B) Worker Competencies and Skills ___ C) Having a present danger plan in place ___ D) Whether or not we can file for custody ___ E) A and B Only 6. Which style of consultation is most effective? ____ A) Competent/Authoritarian ____ B) Competent/Humanistic ____ C) Incompetent/Authoritarian ____ D) Incompetent/Non-Authoritative ____ E) There is no effective supervisor consultation style 7. Assessing is: ___ A) Timely ___ B) A one-time occurrence to complete the Ongoing Family Functioning Assessment ___ C) Continual and dynamic ___ D) Record based information collection ___ E) Completed without the family


8. Which is not a characteristic that influences supervisor consultation: ___ A) Expertise ___ B) Knowledge and Skill ___ C) Process Orientated ___ D) Structured ___ E) All are characteristics that influence supervisor consultation 9. Which of the following is not a phase in case consultation for CM: ____ A) Preparation ____ B) Case Planning ____ C) Exploration ____ D) Introduction ____ E) Case Closure 10. Which of the following statements best defines a supervisor consultation? ____ A) Expert guided discussion at critical junctures in the Ongoing FFA and progress

evaluation. ____ B) Expert guided discussion to correctly apply safety intervention criteria related to

safety management ____ C) Expert guided discussion to correctly assess progress and change ____ D) Expert guided discussion to correctly apply safety intervention criteria related to

determining the need to serve a family ____ E) All of the above


Supervisor Consultation Philosophy

Session 1: 1.25 Hours

Slide Purpose:

1. To provide an overview of Session 1.

Trainer Narrative:

1. Inform participants that often when we refer to investigations it is

often stated that being an effective CM has as much to do with

who you are and how you approach the job as it does with what

you know.

2. Inquire of participants if the agree with this statement? Ask

participants why they would agree or not agree?

3. Inquire of the participants if they can give an example of what this

looks like in practice? Have they seen or experienced situations

where the results of practice were significantly influenced by the


approach of the CM Supervisor?

4. Inform participants that regardless of whether directly working

with families or supervising/consulting the CMs, essentially the

point is the same: you are dealing with people and how you

approach those human interactions can make a difference in the

results.

5. Inform participants that during this session we will consider the

philosophy and focus for the CM Supervisor Consultation

throughout the Ongoing Family Functioning Assessment and while

CM are working with families towards change.

6. Transition to next slide.


Keeper of the Culture-Supervisory Quote

Slide Purpose:

1. Provide the visual for the keeper of the culture supervisory quote.

Trainer Narrative:

1. Read the quote on the slide to the participants.

2. Ask the group how they would interpret the quote. What does the

quote imply for them as supervisors?

3. Inform participants that the job of a supervisor is not defined by

their daily tasks and activities.

4. It is the job of the supervisor to be the principal implementer of an

agency’s intervention model.

5. Supervisors are the primary implementers of the intervention

model because of their positions of influence on shaping practice


on a case-by-case basis at the unit/field level.

6. Inform participants that the daily tasks, such as participation in

meetings, the reviewing of case records, the participation in court

hearings, and most importantly supervisor consultation are the

means for achieving the end result: successful implementation and

affecting outcomes for children and families.

7. Ask participants what it means to be a purveyor.

8. Inform participants that a purveyor is a champion.

9. Inform participants that as purveyors, they are in a unique position

to be able to establish a culture within the field that contributes to

successful implementation of the intervention model and sustained

fidelity to the practice model.

10. Ask participants to consider the various aspects of “culture” and

how group culture influences individual functioning − in this case

the functioning of a CM practice unit.

11. Inform participants that culture is made up values and beliefs,

influenced by knowledge, and characterized by attitudes and

behavior.

12. Inform participants that while the reality is that supervisors often

have to contend with the occasional challenging staff, to a large

extent the beliefs, attitudes and behavior of staff in a CM unit is a

reflection of a supervisor’s values, beliefs, attitudes and behavior.

13. Inform participants that this is what is meant by “keepers of the

culture.”

14. Ask participants to consider what this means with respect to

implications for supervisor consultation.

15. Inform participants that more times than not when CMs are

performing proficiently at conducting the ongoing family

functioning assessment and making decisions (effectively

implementing the intervention model), it is likely there is a

supervisor that, by his or her values, attitudes and behavior, has


established a culture that promotes implementation success.

16. Point out that the slide also notes the supervisor’s equal concerns

are for both productivity and people. This also becomes part of the

culture of a CM unit.

17. Inform participants that effective supervisors are concerned with

productivity but not at the exclusion of how people perceive (feel

about) the job. Conversely, supervisors highly value the

individuals who are doing the job but not at the exclusion of

productivity and best practice.

18. Inform participants that an effective supervisor seeks ways of

achieving productivity by being aware of the perceptions of CMs

and by tapping into the motivational drive of staff.

19. Inform participants that what we have been discussing is the

humanistic supervisor consultation model.



Humanistic Supervisor Consultation Model

Slide Purpose:

1. To articulate the humanistic supervisor consultation model.

Trainer Narrative:

1. Ask participants if they have ever been in trainings or have

personally consulted (had discussions) with CMs about how they

should perceive and “use” their authority when intervening with

families? What is communicated to staff about how they should

use authority in their work?

i. Be respectful;

ii. Allow clients to express themselves;

iii. Avoid being punitive;

iv. Seek ways to “lower authority.”


2. Inform participants that the supervisor position clearly is a position

of authority in the agency. The authority that a supervisor

possesses in an agency is due to the tremendous responsibility that

supervisors have for overseeing practice and having the final say in

approving agency decision-making.

3. Inform participants that this can be a challenge. It can be a

challenge for supervisors to be in a position of authority without

being authoritarian. The challenge stems from the expectation that

supervisors are responsible for overseeing and directing practice

while at the same time helping CMs become independent. To put it

another way, how do supervisors hold CMs accountable (so that

supervisors feel comfortable “signing off on work”) without doing

it in a harsh, authoritative way that dis-empowers staff?

4. To compound this challenge further, how do supervisors find a

balance whereby they avoid being authoritarian without becoming

passive and ineffectual?

5. The Humanistic Supervisor Consultation model is intended to

strike that balance between being the type of supervisor who is

concerned for CMs at a human level without dismissing

performance expectations and accountability.

6. Ask participants to turn to page 6 in the Supervisor Consultation

Guide: Directing Practice and Decision Making during the

Ongoing Family Functioning Assessment.

7. A CM supervisor is most effective at improving CM performance when he/she brings a “big picture” meaning to the job for CM’s. This involves assuring that CM’s are keenly aware and respect how their involvement with families can have a significant impact on caregivers and children. It is further important that staff recognize how their efforts in the field contribute to the achievement of the agency’s mission, goals and objectives for intervention. Consultation should move beyond discussions regarding CM activities and tasks (e.g., contacting a collateral, transporting a child, preparing for court) that occur during the completion of the Ongoing FFA and throughout the assessment


with the family. Consultation should also involve helping CM’s understand and appreciate how their work contributes to the work of their colleagues who are responsible for ongoing case management and assists in promoting caregiver change associated with child safety.

8. A CM Supervisor is most effective at improving CM performance when he/she is able to instill a sense of ownership and commitment between CM’s for achieving standards for intervention. Case Management is a professional job that requires trained and capable professional staff. It is therefore important to work and interact with staff as professionals. Supervisors should in turn expect and reinforce professionalism among staff that will result in them taking pride in their work, demonstrating individual initiative for professional development and investing a personal stake in the quality of service provided by the agency.

9. A CM supervisor is most effective at improving CM performance when he/she communicates clear expectations for practice and provides guidance to staff in a collegial way. Establishing expectations for performance is not as easy as providing staff with a list of do’s and don’ts. Effectively communicating expectations for practice and decision making that are based on standards for intervention takes time, consistency and persistence. Supervisors who hold themselves to a high level of accountability based on standards serve as role models for staff for what constitutes an acceptable level of effort and professionalism. Supervisor consultation provides the essential means for establishing and reinforcing a supervisor’s expectations. On a case-by-case basis, discussions regarding a worker’s approach to intervention and engagement, Ongoing FFA protocol, sufficiency of information collection, criteria-based safety assessment and planning are a logical and efficient way for building CM competency associated with supervisor expectations.

10. A CM supervisor is most effective at improving CM performance when he/she is able to build competency, support independence and promote critical thinking among staff. Individuals are not promoted into supervisor positions in order to become “super-workers.” Many supervisors approach consultation as a way of micro-managing CM’s, which results in essentially doing casework. This mentality and approach to


supervisory consultation limits CM development and limits supervisory capacity to take direct charge of the case and decisions that occur across all cases in a CM unit. It is crucial that a supervisor is highly knowledgeable regarding the status of cases in his or her unit. Being informed about cases as they proceed through the process enables supervisors to assist CM’s in enhancing their practice and making correct decisions. Dictating to CM’s what they must do on cases is not consultation. Supervisor consultation is interactive. It involves facilitating discussions, posing questions and seeking clarifications as the means for overseeing practice and providing guidance. Providing direction to CM’s during consultation is primarily intended to serve as a teaching moment to help Cm’s become more competent and independent.

11. Refer back to the slide to provide an overview of the Humanistic

Supervisor Consultation model.

12. Have participants turn to page 10 in the Guide. Review the

Humanistic Supervisor Consultation model illustration with the

group.

13. TRAINER NOTE: Trainers should prepare for this overview of

the model illustration by carefully reading the content on page 11

in the Guide, which discusses the model illustration.

14. Inform participants that we are going to reflect on our own

supervisory experiences next.

15. Transition to next slide


Reflection: My Supervisor Experiences

Slide Purpose:

1. To provide the visual for the large group exercise of reflecting on

their own supervisor experiences.

Trainer Narrative:

1. As participants continue considering the Humanistic Supervisor

Consultation model in the Guide (page 10), ask them think about

the questions on the slide.

2. TRAINER NOTE: It is possible that some participants may have

not had a previous supervisor in child protection. If a participant

did not previously have a supervisor in child protection, have them

think of a boss or supervisor in another job that they had in the

past.


3. Begin the brainstorm by making sure everyone has someone or a

couple of supervisors in mind.

4. Have the participants proceed in answering each of the questions.

Make sure they are writing down the answers to the questions.


Activity Report Out

Slide Purpose:

1. To provide a visual for the activity report out.

Trainer Narrative:

1. Ask participants to share their responses based upon their

supervisory experiences.

2. Provide encouragers and validate examples of humanistic


3. Provide clarification; create discrepancy for examples where the

supervisor was not demonstrating a humanistic supervisory style.

4. Thank participants for sharing their experiences regarding their


5. Inform participants that now we are going to shift our focus to our


own self-assessment regarding our current supervisory style and

approach.



Considering Your Supervisor Style

Slide Purpose:

1. To provide a visual for supervisors to consider their own

supervisory style.

Trainer Narrative:

1. Inform participants that this exercise involves participants

considering their own supervisor consultation style.

2. Inform participants that a little introspection outside the stress and

grind of the job they encounter daily can be helpful to get

participants to think about their supervisor style.

3. Inform participants that this activity allows them to take time to

think about how they supervise and may cause them to consider

whether their approach to supervision day in and day out compares


with what they would hope or perceive to be their supervisory

style.

4. Inform participants that it is not unlikely that many supervisors do

not consciously think about having a particular style for

supervision.

5. Inform participants that this exercise is intended to compel them to

think about who they are as supervisors, what they perceive as

their role or purpose as supervisors and how they behave and

interact with CMs as supervisors.

6. Refer participants to the exercise handout on page 9 in their

participant guide.

7. Review the handout with participants.

8. Allow participants 15 minutes to complete the handout.

9. Reconvene the group.

Debrief Handout Exercise:

1. Solicit participants observations regarding completing the handout.

2. Inquire of participants how long it has been since they sat down

and really took a moment to consider how they approach

supervisor consultation.

3. Trainers should decide, depending on the openness of group,

whether to ask participants if they would share some of their

responses for a few of the questions.

4. Inform participants that reflection can be conducted either as an

individual or through seeking feedback from colleagues, including

their staff.

5. Inform participants that feedback allows for professional growth

and development and that as supervisor, we also need consultation

to assist in our own professional growth and development.

6. Inform participants that as professionals we know that there are

certain qualities, characteristics of supervisors that we want to see


in ourselves as well as in our own supervisors. We also know that

those qualities/characteristics need support and development, not

unlike our CMs.

7. Ask participants what they see as the key characteristics/qualities

that a supervisor needs to consult/supervise CMs.

8. Record their responses on flip chart paper.

9. Allow 3-5 minutes of brainstorming of characteristics/qualities and

then show the next slide in the power point presentation that is

located in the participant guide.


TRAINER VERSION

Considering Your Supervisor Consultation Style

What has been the most significant influence on your approach to supervision? What do you perceive to be your primary role as a supervisor? How would you describe your style of supervision? What are the strongest skills that you possess that enable you to provide effective supervisor consultation? What personal qualities do you possess that enable you to be an effective supervisor? What would your staff say is the most important thing that they receive from you as their supervisor that contributes to their ability to effectively conducting the Ongoing FFA? What are your expectations from casework for completing the Ongoing FFA? What do you do to promote professionalism and accountability on the job?


What We Know….

Slide Purpose:

1. To provide a visual for the charateristics of a supervsior.

Trainer Narrative:

1. Inform participants that the characteristics related to proficient

supervisors are based on findings from a study conducted in 2009.

2. Supervisors who were chosen to participate in the study were

selected due to the performance of their staff in their units with

respect to effective practice and correct decision-making.

3. The study sought to determine if there are specific and/or common

characteristics among supervisors who have staff that are more

likely to implement the intervention model with fidelity. In other

words, practice and decision making occurs as intended.


4. Review the characteristics listed on the PowerPoint with the

characteristics identified by the large group. Validate for

participants the charateristics that were aligned.

5. Inform participants that located on page 12 in their Supervisor

Consultation Guide is the list, with brief explanations of each

charateristic.

6. Ask participants to turn to page 12 in the Guide.

7. Review each of the bullet points beginning on page 12 through the

top of page 15.

8. TRAINER NOTE: Trainers should prepare for the review with

participants by thoroughly reviewing the material in advance.

Trainers should not read the bullet points to the participants

verbatim.

9. Emphasize that these bullet points represent the characteristics of

supervisors who demonstrate the ability to effectively support and

advance the implementation of the intervention model.

10. Inform participants that the study revealed that there was a very

high degree of consistency associated with supervisor perceptions,

attitudes, personal qualities, knowledge and skills.

11. Transition to next slide, not displayed in Trainer Guide, for

questions.

12. Inquire of participants if there are any questions that they have

regarding the characteristics listed, or any comments that they

would like to share before we proceed.

13. Allow for brief questions/comments.

14. Inform participants that thus far we have discussed the humanistic

supervisor model, characteristics of a CM supervisor, and we have

reflected on our own supervisory style.

15. Inform participants that we are going to transition now to the focus

and influence of supervisor consultation, Session 2.


Supervisor Consultation: Focus and Influence

Session 2 Time: 30 Minutes

Slide Purpose:

1. Introduction slide for Session 2.


Why Consultation is Important

Slide Purpose:

1. To provide the visual for why consultation is important through

providing two quotes to highlight the significance of supervisor

consultation.

Trainer Narrative:

1. Inquire of participants if they have or have ever had tenured CMs

who either were reluctant or did not believe they needed supervisor

consultation, or even avoided supervisor consultation?

2. Relatively speaking, there is a fair amount of information about

clinical judgments and decision-making in our line of work.

3. The slide highlights a couple of conclusion statements regarding

decision-making.


4. Have participants consider the statements on the slide and ask them

if this surprises them. Do they agree based on their experience in

supervision and why?

5. Relate the second statement to the completion of the Ongoing

FFA:

a. The Ongoing FFA has multiple assessment areas. Ongoing

FFA Information collection involves multiple sources of

information.

b. CMs can be very familiar with the Ongoing FFA process

and the Ongoing FFA assessment areas, but may still have

difficulty determining the significance of information and

the relationship between pieces of information.

c. What does this mean for supervisors and what are the

implications for providing consultation to those CMs?



Common Decision-Making Errors that Occur During the Ongoing FFA

Slide Purpose:

1. The purpose of the slide is to provide a visual for the common

decision making errors that occur during the Ongoing FFA.

Trainer Narrative:

1. Refer participants to page 17 in the Supervisor Consultation

Guide and direct them to the goals and objectives for

supervisor consultation related to the Ongoing FFA.

2. Review the decision-making errors on the slide with participants.

3. Initial Impressions: Potentially reveal a lot about caregiver

functioning and family dynamics. Initial impression must be

considered in light of what more can be known or needs to be

known.


4. If objectivity is not maintained, initial impression can result in

inaccurate preconceptions.

5. Drawing premature conclusions is detrimental to sufficient

information collection because it shuts down the need to consider

alternative possibilities for what may on the surface seem to be

immediately apparent. Once a decision has been reached there

becomes less of a need to seek further understanding from a family

regarding what is going on.

6. This may be a factor when we consider the case transfer process

and the role of the CM in continuing to assess the family, at which

times information may conflict or negate prior information

obtained by the CPI.

7. Subjectivity and confidence in one’s perceptions of situation can

result in information collection that can be highly selective.

8. Worker perception is crucial to decision making if applied in the

context of a systematic intervention process and the CM is able to

maintain objectivity as he/she proceeds in Ongoing FFA

information collection.

9. The “need to not know” involves avoiding, limiting, and/or

missing information collection because there is an inadvertent and

sometimes overt need to not know. The need not to know what is

going on in families’ lives is a result of many factors: avoiding

conflict; the reality is contrary to the worker belief; emotional self-

defense; or implication of having to do something with the

information.

10. The role of the supervisor is to ensure that the decision-making

errors that are common are identified and addressed.

11. Often times through focusing our attention on competencies such

as promoting analytical thinking, influencing worker objectivity,

and worker diligence.



Enhancing Worker Skills and Competencies

Slide Purpose:

1. The purpose of this slide is to solicit the participant’s recollection

of the impending danger threshold, and to engage the participants

in a discussion regarding information collection to inform the

danger threshold criteria.

Trainer Narrative:

1. This quote from Eileen Gambrill indicates that one of the essential

reasons for assuring that there is consistent supervisor consultation

is to compensate and prevent decision-making errors.

2. It is important to again emphasize that in the vast majority of cases

CMs are not intentionally missing information, making premature


judgments or skewing their information collection.

3. Errors of the CM are associated to certain skills and/or

competencies of the CM.

4. In earlier trainings - Impending Danger Booster Training - we

focused on the core competencies and skills of the CM/CPI:

Critical thinking, engagement, and observation skills.

5. The focus of supervisor consultation, in ensuring that decision-

making errors do not occur, is the ongoing assessment of the CM’s

skills and competencies-particularly regarding their ability to

engage with families, draw upon their observations to inform their

assessment, and to critically analyze the case information for safety

decision making and change focused intervention.

6. This is the focus of supervisor consultation.



Questions?

Slide Purpose:

1. To provide a breaking point for participants to ask questions or to

explore if further clarification is needed.

Trainer Narrative:

1. Inquire of participants if there are any questions that need

clarification.

2. Proceed to answer any questions, providing clarification as needed.

3. Inform participants that we will be focusing during Session 3 on

the consultation framework.

4. Transtion to next slide.


Consultation Framework

Session 3 Time: 45 Minutes

Slide Purpose:



Defining Supervisor Consultation

Slide Purpose:

1. This slide provides the visual for the definition of supervisor

consultation.

Trainer Narrative:

1. Supervisor consultation is defined based on the purpose and

objectives for consultation.

2. A solid framework for consultation is precisely about the goals and

objectives that supervisors have for consultation with CM staff.

3. The objectives for supervisor consultation are more likely to be

relevant to supporting CM staff when they mirror the practice

objectives and key decision-making points of the Ongoing FFA.


Therefore the process for supervisor consultation should likewise

mirror the intervention process of the FFA.

4. Ask participants to turn to page 19 of the Supervisor

Consultation Guide.

5. Direct participants’ attention to the definition for Supervisor

Ongoing FFA Consultation. Emphasize the following:

6. Expert: Supervisors as the fundamental purveyor of the

intervention model are the “experts” related to the Ongoing FFA.

Ask participants what it means to be expert in the Ongoing FFA

process?

7. Discussions: Consultation is best when supervisors engage CMs

in discussion that are intended to promote critical thinking. This

can be challenging at times because some CMs are reluctant to

want to participate in these types of discussions. Some CMs may

feel less inclined to want to think through practice process issues

and merely are seeking for the supervisor to direct them in the

“right” answer.

8. Specific Points in the Ongoing FFA Process: Supervisor

consultation is most effective when it occurs at key decision-

making points in the Ongoing FFA process. This means that

consultation is much more focused on specific practice issues and

specific decision-making points based on where different cases are

in the Ongoing FFA process.

9. Criteria Base: Supervisor consultation is most effective when

supervisors consistently refer to safety intervention criteria when

facilitating discussions with CM staff.

10. Promoting Effective Practice and Decision-Making: The

purpose for supervisor consultation is to assure that effective

practice and decision-making are occurring associated with safety

intervention.

11. The ultimate goal of supervisor consultation is to ensure that work


is timely, quality, and consistent among CM staff.

12. This is accomplished through promoting and enhancing CM

knowledge, skills, and competencies through process orientated

and criteria based consultation - this is what we call the

consultation process.



Consultation Process

Slide Purpose:

1. To introduce the consultation process.

Trainer Narrative:

1. Consultation provides the basis for guiding, mentoring, and

teaching on a case-by-case basis with the ultimate goal of

increased worker competence and independence.

2. Supervisor consultation provides an opportunity to routinely check

in about how they are feeling on the job and to provide support.

3. Supervisor consultation provides an opportunity for oversight. To

assure that the Ongoing FFA is being completed as intended and

that progress is being measured that is aligned with the reason for

intervention.


4. As CM competence increases, supervisor confidence will increase

regarding CM decision-making.

5. There are five key process points within the Ongoing Family

Functioning Assessment for CM Staff.

6. Refer participants to pages 19-21 of the Supervisor Consultation

Guide.

7. Inform participants that we will be going over each one of the

process points through the training.

8. Review the five key process points with the participants utilizing

the consultation process chart.

9. Process Point #1: Preparation for completing the Ongoing FFA.

Preparation: Supervisor focus is in to assist the case manager in

completing the preparation phase for the ongoing family

functioning assessment. Focus on review of information,

familiarizing the CM and Supervisor with the case and ensure a

seamless transition from CPI to CM.

10. Process Point #2: Introduction

Introduction: Providing support to the CM in completing the

introduction stage of the Ongoing Family Functioning Assessment.

11. Process Point #3: Exploration

Exploration: To assist the CM with information collection,

reconciliation of information, assessing for ongoing safety,

managing for safety, and coming to conclusions regarding CPC’s

and Child Needs to inform what must change.

12. Process Point #4: Case Planning

Case Planning: Assist staff to develop case plan outcomes that are

SMART and that are targeted at what must change.

13. Process Point #5: Progress Evaluation

Progress Evaluation: To assist CM in continually assessing for

progress and change-based upon engagement and involvement

with the family. Assist the CM in facilitating changes as needed to


safety plans and to case plan outcomes based upon the family’s

progress or lack of progress.

14. Inform participants that these key process points should be familiar

to them, as the follow the Ongoing FFA process.

15. As we transition to the next session, we will be going through each

process point with the focus on the role of the supervisor, focus of

the consultation, and we will be practicing consultation during

each process point.



Questions

Slide Purpose:



Trainer Narrative:


clarification.



the process points of the Ongoing FFA for supervisor consultation.



Consultation Process: Supervisory Consultation During the Ongoing Family Functioning

Assessment Preparation Stage Session 4: 1 hr. 15 Minutes

Slide Purpose:



The Consultation Focus

Slide Purpose:

1. To provide a visual for the first consultation process point.

Trainer Narrative:

1. Inform participants that the first process point begins on page. 22

of their supervisor consultation guide.

2. Inform participants that as proceed through the consultation

process, that they will be utilizing their supervisor consultation

guide frequently.

3. Review the consultation focus for preparing the worker to complete the ongoing family functioning assessment.

4. Consultation at this point in the Ongoing FFA process is concerned

with being proactive.


5. Supervisors want to make sure that first and foremost CMs are

clear about any potential safety management and immediate needs

of the family.

6. In addition, the focus on the CM and Supervisors understanding of

the need for case management intervention.



Preparation in Completing the Ongoing FFA: Preparation

Slide Purpose:

1. This slide is providing the overview for preparation in completing

the ongoing family functioning assessment; preparation.

Trainer Narrative:

1. This is the first opportunity for the CM and supervisor to

thoroughly examine the information contained within the case

record-to include: Hotline, Present Danger Assessment, Present

Danger Safety Plan, CPI Family Functioning Assessment, Risk

Assessment, and Safety Plan.

2. Case Managers and Supervisors review of the case information, in

particular history of involvement with the family is critical in

develop strategies for engagement and ultimately identifying what


must change.

3. Review of all case information assist the CM and Supervisor in

identifying the key focus areas for safety management and

understanding the reason for current involvement with the agency.

4. Discussion during consultation can assist the CM to consider the

significance and/or potential meaning of information contained in

the case record and in doing so can promote the critical thinking of

the CM.

5. Inform participants that in order to provide effective consultation

during this step, the supervisor must first know the case.

6. This requires that Supervisors review the case information to begin

to formulate their approach to consultation with the CM.



Preparation in Completing the Ongoing FFA: Case Transfer Meeting

Slide Purpose:

1. This slide is providing the overview for the CM and Supervisors

participation in the case transfer meeting.

Trainer Narrative:

1. Prior to the case transfer meeting, the CM and Supervisor need to

be as informed as possible regarding the reason for case

management intervention.

2. The focus of the case transfer meeting is to ensure seamless

transition from investigations to case management.

3. The seamless transition is to ensure continuity for the family, as

well as provide for safety management for children that are on a

safety plan-regardless of an in home or out of home safety plan.


4. The focus of the review of information is to provide the CM with

the necessary information to begin their engagement with the

family, as well as to ensure that any points that need clarification

are reviewed.

5. The case transfer process is not a quality assurance check of the

CPI’s work, but rather an analysis to inform how best to proceed in

engagement with the family and to ensure that the reasons for case

management intervention are clearly understood by the CM and

CM Supervisor.

6. This requires that Supervisors and CM review the case information

prior to the case transfer meeting.

7. Review of case information includes: Historical information

contained in FSFN-including prior reports and outcomes; current

FFA and reason for involvement; household composition and

dynamics; an assessment of the need for special expertise; and

information on demographics for locating and engaging

parents/caregivers.

8. In addition, the consultation with the CM should focus on the

identification of sources of additional information; need for

teaming with external partners; and the consideration for

engagement with the family.

9. Of note, should areas of concern be raised in regards to the need

for intervention; such as it is unclear the safety decision for the

family, then the Supervisor should engage in a conversation with

the CPI supervisor to provide clarification prior to the case transfer

meeting.

10. When reviewing case information for the case transfer meeting, the

CM and Supervisor shnould be identifying questions and points of

clarification that may be needed.

11. Inform participants that located in the Supervisor Consultation

Guide on page 24 is the Guidelines for the OFFA Preparation


Stage.

12. Review the guidelines with participants and inform participants

that we will be practicing the review of the case information by the

Supervisor in preparation for the case transfer meeting and

consultation with their CM next.



Practice: Preparation for Case Transfer Meeting

Slide Purpose:

1. To provide the instructions for the exercise.

Exercise/Activity:

1. Pairs will complete the exercise.

2. Handout for exercise is located in the participant guide page 23.

3. Participants will be utilizing the Croft Case for this practice

exercise.

Trainer Narrative:

1. Inform participants that this is a paired exercise, where they will be

practicing preparation for the case transfer meeting.


2. The focus of the exercise is to practice completing the first steps of

case consultation in preparation for completing the ongoing family

functioning assessment, in particular the case transfer preparation

and case review.

3. Review the worksheet with participants prior to breaking into

groups.

4. Clarify any questions for participants.

5. Inform participants that they will have 45 minutes to complete the

exercise. 30 minutes to review the case information and then 15

minutes to complete the worksheet based upon their case review.


Instructions for Ongoing Supervisor Consultation: Preparation

Purpose: The purpose of this exercise is to provide a practice opportunity that allows participants to practice reviewing case information for preparation for CM Intervention; in particular the case transfer meeting. Materials Needed:

• Supervisor Consultation Guide for Case Management • Safety Methodology Reference Guides • Case Management Practice Guidelines

Instructions:

1. Working in pairs, each participant is to review the provided case information: Hotline, Present Danger Assessment, Present Danger Safety Plan, FFA, Impending Danger Safety Plan.

2. Following each participant’s review of the case information, working in pairs, will complete the worksheet for the large group report out.


Worksheet for Ongoing Supervisor Consultation: Preparation 1. Based upon review of the case information, what specific questions will you have for

your CM and for the case transfer staffing to assess their understanding of the current safety concerns with the family and the prior history, to include involvement with the agency?

2. Is it clear to you what the impending danger safety threats are in the family and why the impending danger threats identified were selected? What questions regarding the identified danger do you want your case manager to raise during case transfer?

3. Is the Impending Danger Safety Plan least intrusive? Does Safety Analysis seem to confirm the use of a particular type of safety plan? What questions need to be asked during case transfer regarding the safety analysis? (level of intrusion or level of effort)

4. Do safety services and/or safety service providers match up with the way that safety influences exist in the family?

5. Does there appear to be a need to make adjustments to the Safety Plan?

6. What else should be considered for your case managers’ assignment to this case?


Activity Report Out

Slide Purpose:

1. This slide is intended to provide a visual for the activity report out.

Trainer Narrative:

1. Solicit volunteers to share their experience with the exercise.

2. How is this type/style of review of information the same or

different from their practice?

3. What did they find helpful during the case review and processing

of information?

4. What areas did they find challenging during the exercise?

5. Proceed through each of the prompter questions in the exercise and

facilitate a discussion with the group.

6. Ask participants to identify the key consultation issues that they


covered during the consultation. Point out that consultation is more

productive when supervisors identify their key consultation

objectives for specific consults with specific workers in advance of

the meeting.

7. What guidance would participants give the CM with respect to

how she/he should precede during the case transfer meeting?

8. Inquire of participants if they have any questions or comments

regarding the exercise or the consultation focus?

9. Clarify any questions or points for the participants and then inform

participants that we will be transitioning now to consultation post

case transfer meeting with their CM.



Post-Case Transfer Consultation

Slide Purpose:

1. This slide provides the visual for the consultation that occurs post

case transfer meeting

Trainer Narrative:

1. Following the case transfer meeting, the CM and Supervisor are

now fully responsible for managing the safety plan and moving

toward completion of the ongoing FFA.

2. Prior to the CM moving forward with introduction, the CM and

Supervisor consult regarding what information was learned during

the case transfer, how the family may have reacted during the case

transfer meeting that may have implications for introduction, any

challenges that presented during the case transfer meeting that may


impact introduction and exploration, and if there are any worker

competencies that may need to be explored that may support or

hinder the ongoing family functioning assessment process.

3. Refer participants to their Supervisor Consultation Guide.

4. Inform participants that there are some examples of targeted

questions for the CM during this consultation are located in the

Supervisor Consultation Guide on page. 26.

5. The focus of the post case transfer consultation is not only to

review what was learned at the case transfer meeting, but also to

ensure that the CM is prepared for the introduction stage with the

family.

6. Review the target questions with participants.

7. Seek to clarify any questions regarding the consultation process

post case transfer, as each targeted question is reviewed.



Questions

Slide Purpose:



Trainer Narrative:


clarification.



the process points of the Ongoing FFA for supervisor consultation

for introduction.



Consultation Process: Supervisory Consultation During the Ongoing FFA Introduction

Stage Session 5: 1.5 Hours

Slide Purpose:

1. The purpose of this slide is to provide the visual for the

introduction of the consultation process for introduction; Session 5.


Preparation in Completing the Ongoing FFA: Introduction

Slide Purpose:

1. This slide provides the visual for the consultation focus for

introduction.

2. Second slide is to provide the overview of the introduction key

process points for CM.

Trainer Narrative:

1. Remind participants that we discussed the consultation that occurs

post the case transfer meeting, with the focus towards introduction.

2. In this session, we will be focusing on the consultation that occurs

post the first introduction with the family and ongoing consultation

during this stage.

3. Inform participants that often the CM may have already known the

family, either through the case transfer meeting or if the CM has

been assisting the CPI while conducting the safety management

investigation/assessment.

4. Often times the CM may identify that they “know the family” and

therefore introduction is not a necessary stage.

5. The role of the Supervisor is to ensure that the CM conducts

introduction to establish the working relationship with the family

and to begin to engage the family in change-focused intervention.

6. The introduction stage marks the shift from “assisting” as part of


the investigation process, to formal case management intervention.

7. Reinforcement that there is a distinct process and role that the CM

possesses while working with the family during CM is part of the

introduction stage.

8. Transition to next slide. (Slide 2)

9. Remind participants that we reviewed the case management

intervention stages as part of the Booster Trainings, as well as

during the initial 8-Day Safety Methodology training.

10. In addition, the safety practice guidelines provide the CM and

Supervisor with standards for introduction.

11. CM standards for introduction reinforce the focus of introduction

and the key outcomes for CM: Establish rapport, provide

clarification regarding role of CM, seek to gain commitment to

working collaboratively, clarify any questions regarding CM

intervention, and safety management.

12. The role of the CM Supervisor is to identify with the CM when

introduction has been achieved and to process how to proceed to

the next stage of exploration.

13. The supervisor assists in planning contact with caregivers; time

management; consider potential challenges; discuss logistics and

how and when meetings will occur.

14. Consultation prior to introduction and during introduction can also

communicate what will likely be the necessary level of effort to

engage the family. Or consultation can simply reinforce a

supervisor’s expectations regarding sufficient level of effort for

introduction.



Practice: Consultation for Preparation in Completing the FFA

Slide Purpose:


Exercise/Activity:

1. Large Group Exercise

2. Each participant will complete prompter questions located in their

participant guide located on page. 30.

Trainer Narrative:

1. Inform participants that this is a large group exercise where we

will be reviewing introduction-in stages-that occurs between the

CM and the mother, Angela Russell.


2. As supervisors, one key aspect of our consultation is the ability to

provide feedback regarding not only the written product of CM,

but also how they engage and interact with families.

3. The focus of the exercise is to practice identifying both the process

points for introduction and worker skills and competencies for

feedback.

4. Remind participants that we are looking for both areas that the CM

did well, as well as areas that the CM could improve upon.

5. Similar to how we seek to identify behaviors within our families-

seeking to provide descriptive information-so too as supervisors

we are looking to be descriptive when we identify the strengths

and areas of improvement with our CM.

6. Review the worksheet with participants prior starting the first

video.


8. Inform participants that we will be watching two videos. While

watching the videos, participants should be taking notes, using

their worksheet located in their participant guide as reference.

9. Following the videos we will debrief as a large group.


Instructions for Ongoing Supervisor Consultation: Debriefing Introduction

Purpose: The purpose of this exercise is to provide a practice opportunity that allows participants to observe a CM contact with a family and then to practice consultation regarding the introductory meetings.

Materials Needed: • Supervisor Consultation Guide for Case Management • Safety Methodology Reference Guides • Safety Methodology Practice Guidelines for “Family Engagement Standards for

Introduction”

Instructions: 1. We will observe two videos of a CM conducting introductory meetings with a

caregiver. 2. As you observe the videos, review the consultation prompter questions for notes

regarding the observation. 3. Following the video we will be working in pairs, to practice consultation regarding

the introductory meetings with Angela Russell. 4. You will be utilizing your notes from the videos to guide your consultation with

the CM.

Consultation Prompter Questions for Exercise: 1. What introductory objectives did the CM accomplish during introduction?

2. What feedback/guidance would you provide to the CM regarding their next meeting with the family?

3. What were skills or competencies did you see the worker do well?

4. What skills or competencies did you identify that the worker needs to improve?

5. How will you support the worker in improving those skills and/or competencies?

6. How will you address the workers need for improvement?


Activity Report Out

Slide Purpose:


Trainer Narrative:


2. What did they find helpful during the exercise?


4. Proceed through each of the prompter questions in the exercise and

facilitate a discussion with the group.


would intend to cover during the consultation. Point out that

consultation is more productive when supervisors identify their key

consultation objectives for specific consults with specific workers


in advance of the meeting.

6. What guidance would participants give the CM with respect to

how she/he should precede?


regarding the exercise?


participants that we will be transitioning now to practicing

consultation focused on resistance with families - in particular how

to address some of the resistance we observed with Angela and the

CM.



Resistance During Introduction

Slide Purpose:

1. This slide is intended to provide a visual exploring resistance

during introduction.

Trainer Narrative:

1. CM is likely to encounter caregivers during the introduction stage

that are highly resistant and may even be openly argumentative

with workers.

2. In the video we just observed, we saw that Angela exhibited some

resistance, in particular when presented with the reasons for

involvement with the agency and the need to change.

3. Angela’s resistance may be attributed to her current stage of

change.


4. Often times families at introduction are in pre-contemplation and

resistance can be expected.

5. There are several consultation topics that arise when caregivers are

resistant to engagement with the CM

6. In addition there are several worker competencies and skills that

are needed to ensure that the resistance the family may be

exhibiting does not negatively influence the CM and their

engagement with the family.

7. For some CM, resistance by a caregiver can be viewed and felt as a

personal attack or reflection on their work.

8. For other CM, the lack of understanding of resistance being a

natural response by caregivers, can lead CM to make pre-mature

decisions regarding the progression of the case and the level of

effort on the part of the CM.

9. As a supervisor, focusing consultation on exploring and addressing

resistance ensures that the CM has the competencies and skills to

address resistance.

10. Key strategies for working with CM in addressing resistance are

focused on understanding that resistance is a natural reaction by

caregivers. Assisting the CM in depersonalizing the resistance,

that despite how caregivers may react towards the CM, their

frustration and resistance is part of where the caregiver may be at

in the stage of change. Focusing on strategies with the CM to

seeking areas of agreement and skills such as re-focusing, re-

framing, and clarification when needed.

11. During the next activity, we are going to practice consultation

focused on resistance utilizing the CM who we observed in the

videos.



Practice: Rolling with Resistance in Consultation

Slide Purpose:


Exercise/Activity:

1. Small group exercise, working in pairs.

2. Each participant will practice providing consultation to the “CM.”

Trainer Narrative:

1. Inform participants that this is a paired practice exercise.

2. The purpose of the exercise is to utilize the written feedback that

we identified in the previous exercise in providing verbal

consultation to the CM, in particular regarding the resistance that

was exhibited by the CM.


3. As supervisors, part of consultation is focused on developing core

competencies and skills with our staff.

4. During this practice exercise the consultation will be focused on

addressing the resistance and working with the CM in developing

strategies to work with Ms. Russell’s resistance.

5. Each participant will practice as the CM Supervisor and the CM.

Each consultation practice will be approximately 10 minutes and

then switch. Total time for the activity is 20 minutes.

6. Clarify any questions for participants prior to starting the activity.

7. Following the exercise we will debrief as a large group.


Activity Report Out

Slide Purpose:


Trainer Narrative:





covered during the consultation.




participants that we will be transitioning to consultation focused on


preparation for exploration



Consultation: Ready for Exploration?

Slide Purpose:


consultation process for beginning exploration.

Trainer Narrative:

1. As the case manager concludes their introduction stage with

families, they will begin to shift their focus to the exploration stage

of the ongoing family functioning assessment.

2. The consultations for preparing for exploration can be incorporated

into the introduction debrief consultation. These do not have to be

perceived or practiced as two separate consultations.

3. The supervisor is tasked with identifying when the CM is ready for

exploration with a family.


4. Exploration begins when the CM has achieved the objectives of the

introduction stage.

5. Remind participants that exploration is the process where the CM

and the family will identify the areas of agreement on what must

change, establish the family strategy, identify the danger statement,

scale the CPC’s and child needs, and ultimately identify the case

plan outcomes based upon the Ongoing FFA.

6. Therefore, CM must be prepared to engage in conversations with

families, collaterals, and other key stakeholders to identify the

CPC’s, the danger statement, the child needs, and the stage of

change the caregivers are currently demonstrating.

7. In addition, during exploration, the CM must be managing for

safety - through ensuring that the safety plan is functioning to the

necessary level to control for safety.

8. Similar to earlier sessions, we will have an opportunity to practice

consultation focused at concluding introduction and preparing for

exploration.

9. Solicit questions, comments, or concerns from participants prior to

moving to next slide. Clarify any questions or concerns raised.



Practice: Consultation at the Conclusion of Introduction

Slide Purpose:


Exercise/Activity:


2. Participants should stay in their pairs from the last exercise.


Trainer Narrative:


2. The purpose of the exercise is to provide consultation to the CM,

in particular regarding exploration practice objectives.


3. Refer participants to their Supervisor Consultation Guide pages.

31-32.

4. During the consultation, supervisors should be referencing the

practice objectives for exploration and assessing if the CM is ready

to proceed with exploration.







Activity Report Out

Slide Purpose:


Trainer Narrative:









participants that we will be transitioning to consultation focused on


preparation for exploration



Day 1: Take Away from the Day

Slide Purpose:

1. To provide a breaking point for the Day 1.

Trainer Narrative:

1. Inform participants that prior to concluding for the day, we want to

take a few minutes to reflect upon what we are taking away from

today.

2. As they think about the day, is there one thing that stands out to

them that was their “awe hah” moment, or a point of clarification

that resonates with them today?

3. If they can take a minute to write it down or think about it, and if

they would like we would love to have them share their reflection

for the day.

4. Proceed to solicit volunteers to share their take away from the day.


5. After providing time for the take away, thank participants for their

participation today and provide them with the brief overview for

tomorrow:

a. We will begin at 9:00.

b. Conclude the day with dismissing participants.



Day 2: Welcome Back

Slide Purpose:

1. To provide an introduction for Day 2.

Trainer Narrative:

1. Welcome participants back for Day 2.

2. Inquire if there are any reflections or comments that anyone would

like to share that they had last night after Day 1 of training.

3. Proceed to solicit volunteers to share their comments/reflections.



Agenda: Day 2

Slide Purpose:

1. To provide an overview of Day 2 Agenda

Trainer Narrative:

1. Provide overview of agenda for Day 2.

2. Inquire if there are any questions regarding the agenda.



Consultation Process: Supervisor Consultation During the Ongoing Family Functioning

Assessment Exploration Stage Session 6: 1 hr. 15 mins.

Slide Purpose:


introduction of Session 6: Consultation During Exploration.


The Consultation Focus

Slide Purpose: 1. To provide the visual for the consultation focus for exploration.

Trainer Narrative: 1. The ongoing family functioning assessment is a process, not an

end point.

2. The assessment is continual in nature and as such, may require that

the CM meet with various professionals, the family, and

incorporate their own observations to complete the ongoing family

functioning assessment.

3. Supervisor consultation is intended to assist the CM through

providing consultation that is focused of what must change based

upon the information obtained/observed during exploration.

4. This requires that the CM utilize their engagement skills to engage


the parents in exploration activities.

5. In addition the CM Supervisor must be aware of how the worker

competencies and skills may be affecting the CM ability to engage

with families and the implications for obtaining relevant, sufficient

information to inform the on-going family functioning assessment.

6. The CPI FFA is a starting point for the CM, and is intended to

assist in further exploration.

7. Consultation during exploration is intended to assist the CM in

focusing their information collection for the six domains and to

gather sufficient information to inform the scaling of the caregiver

protective capacities and the child needs.

8. Information collection and sufficiency of information within the

on-going family functioning assessment moves beyond with what

the CPI obtained and fully exploring the caregiver protective

capacities based upon the information domains.

9. Ultimately the information gathered during exploration will inform

the development of the case plan outcomes with the family.



Consultative Objectives for Exploration

Slide Purpose:

1. To provide a visual for the consultative objectives for exploration.

Trainer Narrative: 1. Inform participants that located on pages 33-39 of the Supervisor

Consultation Guide are the objectives for the consultation during

exploration.

2. In addition, the Safety Methodology Practice Guidelines for CM

provide guidance for CM for practice objectives associated to

exploration.

3. Review the consultative objectives with participants.

4. Ensuring Ongoing Interaction: Recognizing that parents/caregivers

can be demonstrating some resistance, the supervisor consults with

the CM to ensure that they are diligent in their efforts to engage


with parents/caregivers. Frequent and varied attempts to engage

parents/caregivers may be needed, such as unannounced visits to

the home, meeting in public locations, meeting before or after

family time, etc.

5. Analyzing Information for Impending Danger and CPC’s:

Consultation focuses on the CM ability to identify the danger

threats, the relationship of the threats to the CPC’s and to gathering

additional information to inform the threats and CPC’s for change.

At times this may result in additional danger threats being

identified by the CM. At that time, the supervisor consults with the

CM for possible changes to the safety plan.

6. Formulating Strategies for Raising Self-Awareness: The supervisor

consults regarding skills and competencies of the CM for engaging

the parent/caregiver in discussions regarding the need for service

intervention and what areas the parent/caregiver identifies as

needing to change.

7. Safety Management: Safety management is constant throughout

the work with families. The CM is responsible for managing the

safety plan and as such has to be constantly aware of when the plan

is or is not working. Changes to the safety plan are based upon

conditions for return being achieved; changes in danger threats, or

changes in plan participants who may no longer be willing to

participate in the safety plan. Part of the supervisor consultation is

focused on the safety plan management and potential need for

changes to ensure child safety.

8. Provide clarification as needed while reviewing the objectives.

9. Remind participants that consultative objectives are aligned with

the exploration objectives, as outlined in the booster trainings, pre-

service training and the 8 Day Safety Methodology training.


10. Transition to next slide by informing participants that they will

have an opportunity to observe exploration and then to practice

consultation focused on exploration objectives.


Practice: Consultation for Preparation in Completing the FFA

Slide Purpose:


Exercise/Activity:

1. Large Group Exercise

2. Each participant will complete prompter questions located in their

participant guide located on page 41.

Trainer Narrative:

1. Inform participants that this is a large group exercise where we

will be reviewing exploration in stages-that occurs between the

CM and the mother, Angela Russell.



provide feedback regarding not only the written product of CM,

but also how they engage and interact with families.

3. The focus of the exercise is to practice identifying both the process

points for exploration and worker skills and competencies for

feedback.

4. Remind participants that we are looking for both areas that the CM

did well, as well as areas that the CM could improve upon.

5. Similar to how we seek to identify behaviors within our families -

seeking to provide descriptive information - so too as supervisors

we are looking to be descriptive when we identify the strengths

and areas of improvement with our CM.

6. Review the worksheet with participant’s prior starting the first

video.


8. Inform participants that we will be watching two videos. While

watching the videos, participants should be taking notes, using

their worksheet located in their participant guide as reference.

9. Following the videos we will practice consultation focused on

exploration.


Instructions for Ongoing Supervisor Consultation: Exploration

Purpose: The purpose of this exercise is to provide a practice opportunity that allows participants to practice providing consultation during exploration. Materials Needed:

• Supervisor Consultation Guide for Case Management • Safety Methodology Reference Guides

Instructions:

1. Working in pairs, each participant is to complete the worksheet based upon the review of the case information-provided in earlier exercise-and the observation of the exploration demonstration.

2. Following each participant’s review of the case information, working in pairs, will complete the worksheet for the large groups report out.

Part I:

1. What were areas that the worker demonstrated engagement skills? Such as reflective listening, re-focusing, etc.

2. What were some areas that you identified as areas for improvement?


Part II

1. List the impending danger threats you believe exist based on the observation and case information.

2. List what you believe are the existing caregiver protective capacities based upon the observation.

3. At this point, what do you believe are the key, and defining diminished caregiver protective capacities that specifically correlate with the identified impending danger? List them here:

4. What guidance or direction would you provide during consultation with the worker during this stage of exploration? Identify further areas for continued assessment.


Practice: Consultation During Exploration

Slide Purpose:


Exercise/Activity:


2. Participants should stay in their pairs from the last exercise.


Trainer Narrative:


2. The purpose of the exercise is to utilize the written feedback that

we identified in the previous exercise in providing verbal

consultation to the CM.



provide consultation and feedback both verbally and written.

4. Similar to how we seek to identify behaviors within our families

seeking to provide descriptive information - we are looking to be

descriptive when we identify the strengths and areas of

improvement with our CM during consultation.







Activity Report Out

Slide Purpose:


Trainer Narrative:


2. How is this type/style of consultation the same or different from

their practice?

3. What did they find helpful during the consultation?

4. What areas did they find challenging during the consultation?



6. For participants in the CM role, did the consult assist in focusing

exploration?



regarding the exercise or the consultation focus for consulting

during exploration.


participants that we will be transitioning now to discuss one area

during exploration that may arise with CM - errors during the

exploration stage.



Worker Errors During Exploration

Slide Purpose:

1. To a visual for the worker errors during exploration.

Trainer Narrative:

1. Refer participants to page 40 of their Supervisor Consultation

Guide.

2. Remind participants that we explored workers errors earlier when

we discussed introduction. Here we see some of the same worker

errors that can surface during the exploration stage.

3. In particular the worker error regarding pre-mature conclusions.

4. As mentioned earlier, the ongoing family functioning assessment is

a process and often times the CPI FFA may have gaps in


information or may have limited information due to the nature of

the investigation, the caregivers engagement, etc.

5. The CM during exploration is tasked with identifying information,

reconciling information, and drawing conclusions based upon the

continual assessment process.

6. Drawing conclusions regarding the case plan outcomes based upon

limited information can contribute to case plan outcomes that do

not address the underlying family conditions of what must change.

7. For example, what may seem as a substance abuse concern may

also entail a concern for depression that may not be addressed if

information is not fully explored. Or parenting classes may be

identified, when the underlying condition may be a cognitive delay

in the parent or caregiver.

8. Pushing for agreement is another worker error that may arise

during exploration. In particular when the CM is seeking the

agreement of the parent/caregiver rather than working to raise their

self-awareness and respect for self-determination.

9. Often times we see CMs pushing for agreement due to the worker

error, fighting the service paradigm. Historically services have

been discussed and often times implemented rather early in case

management. Often times this was at the expense of exploring the

parent/caregivers self-awareness or determination and lack of fully

understanding the need for services or what must change.

10. Consultation during exploration requires that supervisors be

attuned to the worker errors that could affect the sufficiency of

information, as well as the subsequent case plan outcomes

developed.



Questions

Slide Purpose:



Trainer Narrative:


clarification.


3. Inform participants that we will be focusing during Session 7:

Consultation during case planning.



Consultation Process: During the Ongoing Family Functioning Assessment Case Planning

Stage Session 7: 2 Hours

Slide Purpose:


introduction of Session 7: Consultation During Case Planning.


Consultation Focus

Slide Purpose:

1. To provide a visual for the consultation focus for case planning.

Trainer Narrative:

1. When the CM begins the case planning stage, they will need

consultation related to the development of outcomes that are

individualized, behaviorally stated, and measurable. Outcomes

should target the enhancement of diminished (C and D rated)

caregiver protective capacities that are related to the impending

danger threat occurring within the family and the child needs

identified.

2. Consultation during this date is the culmination of all the efforts to

engage caregivers for the purpose of raising self-awareness


regarding the need to change and determining specific outcomes

for change.

3. Information obtained during the preparation, introduction and

exploration are utilized to draw conclusions and develop outcomes

with the family about how danger is manifested and what is need

to decrease danger and increase the protective capacities of

parents/caregivers.

4. In addition, the identification of specific service provision-

including what the service will accomplish and how the service is

best suited to the individual and the family.

5. In order to accomplish these objectives for case planning, as

supervisors we have to ensure that the CM has obtained relevant

and sufficient information to inform the ongoing family

functioning assessment.



Ongoing Family Functioning Information Collection

Slide Purpose:

1. To provide a visual for ongoing family functioning information

collection key points for consultation.

Trainer Narrative:

1. In preparation for consultation for case planning, the supervisor

must review of the ongoing family functioning assessment.

2. The review of the ongoing family functioning assessment is

intended to provide enough detail regarding the family to inform

the development of the case plan outcomes and ultimately the need

for change.

3. Review key points with participants.


4. Contacts thorough: As a supervisor we are identifying if the

contacts with the family and collaterals were sufficient to inform

the ongoing family functioning assessment. Did the CM

demonstrate due diligence in engaging the family and collaterals in

information collection?

5. Domains are reconciled: What information the CM obtained and

how is the information incorporated into the six domains?

Supervisors are looking for a continual assessment of the family, to

include any points of reconciliation that were identified during

preparation, introduction, and exploration and any new information

that was learned during the CM time with the family or through

collaterals. This should be more than just an updated sentence or

two-but rather a summation of what is known about the family for

each domain.

6. Status of impending danger: Is the impending danger and reason

for continuing intervention clearly articulated? Are there new

impending dangers that were identified? The supervisor should be

reviewing the danger statement, as well as if there is additional

information contained within maltreatment or nature of

maltreatment to inform changes regarding impending danger.

7. Caregivers understanding/perceptions: What does the family

believe needs to change and why? What is their family goal and

the strategy to achieve their goals? The supervisor should be

reviewing these areas of the ongoing family functioning

assessment to identify what the parents/caregivers perceive to be

the need for change and how they plan to achieve change.

8. Stage of change: Based upon the contacts with the family and their

perceptions, how is the family demonstrating their current stage of

change? Does the information support the identified stage of

change? The review of the stage of change should be supported by


the contacts with the parents/caregivers and the information in the

ongoing family functioning assessment.

9. Caregiver Protective Capacities: Are caregiver protective capacity

scales supported by the case information? Does the ongoing

family functioning assessment clearly identify how the scaling was

identified and supported? The supervisor should be reviewing the

ongoing FFA to reconcile specific caregiver protective capacities

with the identified scale to ensure that the CM has accurately

identified the scaling for each caregiver protective capacity.

10. Child Needs: Similar to the caregiver protective capacities, does

the information in the ongoing family functioning assessment

support the identified needs and how those needs are being

addressed?

11. Inquire from participants if there are any questions regarding the

review of information needed from the ongoing family functioning

assessment.

12. Clarify any questions or comments.

13. Inform participants that we will have an opportunity to review an

ongoing family functioning assessment for information collection,

to inform consultation regarding case planning.



Practice: Reviewing the Ongoing Family Functioning Assessment

Slide Purpose:


Exercise/Activity:

1. Small group exercise, working in groups of 4-5 participants

2. Utilization of the Croft Ongoing Family Functioning Assessment.

Trainer Narrative:

1. Inform participants that this is a small group exercise.

2. The purpose of the exercise is to utilize the written ongoing family

functioning assessment to inform consultation with the CM.

3. Remind participants that we reviewed the Croft case information

through the CPI FFA on day one of training to inform preparation.


4. Review the worksheet and exercise instructions.


6. Allow 45 minutes for the exercise.



Instructions for Ongoing Supervisor Consultation: Case Planning Purpose: The purpose of this exercise is to provide a practice opportunity that allows participants to practice reviewing case information to inform case planning. Materials Needed:

• Supervisor Consultation Guide for Case Management • Safety Methodology Reference Guides

Instructions:

1. Working in small groups, each participant is to complete the worksheet based upon the review of the case information.

2. Following each participant’s review of the case information, groups will complete the worksheet for the large group report out.

Part 1

1. List the impending danger threats you believe exist based on the documentation.

2. List what you believe are the existing caregiver protective capacities based upon the documentation.

3. At this point, what do you believe are the key, and defining diminished caregiver protective capacities that specifically correlate with the identified impending danger? List them here:

Part 2 In order for your CM to be successful, they will need to have accomplished the Part 1 critical thinking steps. Your role as supervisor is to ensure CM has completed exploration, with diligence and sufficient information and to prepare for case planning. Take a few minutes to think through how you will prepare them by answering the following questions:

1. How will I know they have a clear understanding of the impending danger? What questions should I ask and what do I want to be sure they know?


2. How will I explore their understanding of the existing and diminished protective capacities? How will I know they are ready to talk to caregivers about the relationship between the impending danger and the diminished protective capacity to inform the case plan outcomes?

3. By the end of consultation focused on preparing workers to complete exploration and to begin case planning, it should be clear which protective capacities the CM will be talking about with the caregiver. Describe how you will consult with them through discussing the diminished protective capacities with their caregivers. Describe your strategy for helping your worker consider how to raise caregiver self-awareness and build discrepancy regarding the identified diminished protective capacities.


Activity Report Out

Slide Purpose:


Trainer Narrative:




4. Proceed to review the worksheet questions with participants.

5. Inquire of participants if they have any questions/comments

regarding the exercise or material we have covered thus far.


7. Inform participants the information in the ongoing family

functioning assessment is the basis to the development of


outcomes with families, in particular SMART outcomes.



SMART Outcomes

Slide Purpose:

1. Identify the SMART criteria for outcomes.

Trainer Narrative:

1. Outcomes should be developed that are specific, measurable,

attainable, reasonable and timely.

2. Outcomes focused on what must change are behavior, thinking,

and emotions that do not contribute to a person being protective.

3. Correct outcomes guide caregivers to:

a. Behave differently,

b. Alter their thinking, and

c. Manage their feelings.


4. Correct outcomes are focused on specific diminished thinking,

behaving, or feelings – what isn’t working well for the person –

that reduce his or her ability to be protective.

5. The ongoing family functioning assessment informs what must

change-what the outcome will be for the family when change has

been achieved.

6. SMART Outcomes, as discussed in the Case Planning Booster

training are focused on positive statements of how families will be

functioning differently.

7. When outcomes identify the wrong thing to be done, then when we

begin to measure progress based on something that is wrong… we

are measuring unneeded change and potentially not addressing

areas that must change for child safety.

8. Providing consultation during the development of the case plan is

critical to ensure that the outcomes developed with the family are

targeted at what must change based upon the parents/caregivers

caregiver protective capacities and the relation to the danger

threats.

9. Review the SMART criteria with participants.

10. Inquire if there are any questions regarding the criteria.



Consultation Focus for Outcomes

Slide Purpose:

1. Provide the visual for the consultation focus for outcomes.

Trainer Narrative:

1. Consultation associated with developing and finalizing outcomes

can be challenging.

2. When reviewing and consulting with CMs, the focus is directed at

ensuring that the outcome is SMART.

3. When consulting with CMs regarding outcomes there are some key

questions that will assist in guiding the CM’s development of

outcomes with the family.


4. Refer participants to page 47 of the Supervisor Consultation

Guide.

5. Outcomes that are likely to not meet the SMART criteria are:

6. Too Vague;

7. Describe a service or service completion;

8. Do not represent the CPC;

9. Overly complex;

10. And Lack of documentation or justification regarding the

parents/caregivers readiness or agreement/disagreement with the

agency.

11. It is likely that you will experience situations where you are

presented with case plan outcomes that are too vague, overly

complex, describe a service, or do not represent the CPC’s and

danger.



Examples of Outcomes

Slide Purpose:

1. To provide a visual for an example of an outcome.

Trainer Narrative:

1. When reviewing outcomes as supervisors, we are focusing on the

end product of if the outcome is SMART.

2. Part of consultation is focused at identifying with the CM the

outcomes that are SMART and confirming the development as

well as identifying when the outcomes are not SMART.

3. Inform participants that this was an outcome that was developed by

a participant during one of the case planning booster trainings.

4. As a large group, let’s review the outcome.

5. Proceed to read the outcome for Ms. Croft.

6. Inquire of participants their response regarding the outcome as


being SMART.

7. Allow discussion regarding the SMART criteria. Trainer should

take note on flip chart the criteria of SMART as the group provides

feedback. Take note of areas where the group begins to identify

tasks/services that might be needed to achieve the outcome.

8. During consultation, the review of the SMART outcome mirrors

the discussion we had about whether the outcome is SMART.

9. As we discussed earlier in the session, there may be the need to

identify the tasks or service providers to achieve the outcome-

which would be captured on the case plan as the way to achieve

the outcome.

10. The outcome as written does provide for a means to measure

change, it is specific to the need for Ms. Croft to put her needs

above those of her children and it is aligned with the child’s needs,

timeliness is of question-based upon how the outcome is written,

and the outcome could be attained by Ms. Croft.

11. As supervisors how would you address the development of the

case plan outcomes with CMs when presented with outcomes that

are not SMART or when outcomes need to be further developed,

such as this one?

12. As mentioned, this can be one of the most challenging aspects of

consultation during case management.



Practice: Reviewing the Ongoing Family Functioning Assessment

Slide Purpose:


Exercise/Activity:


Trainer Narrative:


2. The purpose of the exercise is developing strategies/approaches to

consultation when presented with insufficient case plan outcomes.






Instructions for Ongoing Supervisor Consultation: Case Planning Purpose: The purpose of this exercise is to provide a practice opportunity that allows participants to practice developing strategies for consultation regarding insufficient case plan outcomes. Materials Needed:

• Supervisor Consultation Guide for Case Management

Instructions: 1. Working in small groups, each participant is to review the worksheet for

discussion within the small group. 2. Following each participant’s review of the scenarios and discussion, groups

will complete the worksheet for the large group report out.

Supervising outcome development with your caseworkers can be challenging. A couple of likely scenarios are described below. Discuss in your groups how you will handle them. Scenario 1. CM submits to a copy of the family case plan, the outcomes that are identified are all service oriented, “Complete parenting classes. Complete drug and alcohol treatment”. You call the CM into your office and he’s confused thinking the case plan is great – “.but it’s obvious these people need both parenting classes and drug treatment…what’s the problem?” How do you respond? Scenario 2. Your CM comes to your office excited about an outcome she has written, “Ms. Smith will have adequate energy, and put her child’s needs ahead of her own.” Glad that she’s included the protective capacity language she’s confused when you tell her the outcome is inadequate. Why is it inadequate and how do you coach her to a better outcome? Your response…


Scenario 3. Your CM while working on the case plan comes to you with questions; “How many outcomes do I need to write? Is it one outcome per protective capacity?” Your response: Scenario 4. Your CM says the following, “The Mom in this case is obviously in the ‘Action’ stage of change, she said she will do whatever services we tell her to complete.” Your response:


Activity Report Out

Slide Purpose:


Trainer Narrative:










Consultation Process: Supervisor Consultation During the Evaluation of Family Progress

Session 8 Times: 1 Hour

Slide Purpose:



The Consultation Process

Slide Purpose:

1. To provide a visual for the supervisor consultation focus during the

evaluation of family progress.

Trainer Narrative:

1. Adequate evaluation of family progress is of the utmost

importance in determining the direction of ongoing intervention.

2. Case consultation should be provided on an ongoing basis to CMs

as needed to explore issues, promote the case managers

competencies and to provide feedback.

3. Refer participants to page 50 of the Supervisor Consultation

Guide.

4. Review the objectives for supervisor consultation with the large


group.

5. Caregivers are involved in tasks/actions based upon their case

plan: This is ensuring that the family is still actively engaged in

the change-focused interventions. Soliciting from the CM what this

looks like, how do they know that the family is involved requires

that the CM has frequent enough contact with the caregivers to

assess their involvement.

6. Case Managers are advocating and providing resources for

outcome achievement with families: This is the role of the CM and

how supervisors are engaging the CM in their active participation

with the family. Is the CM acting as a broker of services or an

advocate for services?

7. Case Mangers are evaluating behavioral changes on routine basis:

This is the assessment of the frequency and quality of contact the

CM is having with the family. In addition, the focus of the contact

and the CM awareness to case plan outcomes and measuring for

change.

8. Child needs are being met: Frequent contact with the child(ren)

and caregivers-whether on an in home safety plan or out of home

safety plan-to ensure that their needs are being met by either their

parents or alternate caregivers.

9. Case Managers level of effort to evaluate change is sufficient to

inform case planning and service delivery efforts and changes in

safety plan management: As a supervisor, you are evaluating the

type and frequency of contact with families to determine progress-

either positive progress or lack of progress-to ensure that the safety

plan is controlling for danger and that the case plan outcomes are

the right outcomes for the family. The supervisor is also looking

for due diligence in the level of effort by the CM to assess and

engage with the family and collaterals.

10. Families are involved in the evaluation process: What is the


family’s perception/understanding of how or what has changed for

them? What is the belief about change and the need for continued

intervention?

11. Reinforcing the working relationship between CM and caregivers:

This is critical in regards to ensuring that families are invested in

strengthening their family, that as CM they are motivating for

change, and advocating for families when needed. As a supervisor,

this targets the core values of how the CM thinks and feels about

their role working with families. Are they continually working to

motivate and encourage through frequent contact with families or

are they disengaged from their families and have minimal contact

with the families?

12. Routine consultation related to frequency and quality of contact

with families to inform change establishes for CMs what a

supervisor’s expectations are for what constitutes engagement and

evaluation of family progress.

13. In addition, routine consultation assists the CM in assessing when

change is needed based upon progress.



When is Change Needed?

Slide Purpose:

1. This slide is intended to provide a visual for when is change

needed.

Trainer Narrative:

1. The ultimate goal of CM intervention is to achieve change-to

establish permanency, safety and well-being for children and

families.

2. Part of the Ongoing Family Functioning Progress Evaluation is the

determination of what has changed and to what degree change has

occurred.

3. As mentioned earlier, in order for the CM to identify change, this

requires frequent and meaningful contact with families and


caregivers and communication with other family team members

and providers.

4. When we are assessing for change, as part of the progress

evaluation, we are coming to conclusions about what may need to

change in regards to the case plan outcomes and the safety plan.

5. The process for evaluating change is similar to the process the CM

utilized when conducting their ongoing family functioning

assessment with the family-gathering necessary and sufficient

information along the six domains, assessing CPC’s and child

needs, identifying with the family their stage of change and

reasons for involvement, and for the progress evaluation-the

families perception as to how change has occurred or not occurred.

This process involves information collection with the family, as

well as service providers working with the family.

6. Engagement with the family during the progress evaluation

includes soliciting the family’s perception regarding what is and is

not working for them in achieving the case plan outcomes. In

particular if the service provider and the parent are not a good

match, the parent should be able to express their feelings regarding

the services they are or are not receiving.

7. In addition, the assessment of the child needs is conducted through

engagement with the parents, safety plan participants, and

collaterals that may be providing services to the child-such as the

school, therapist, doctor, etc.

8. When considering if a change is needed for the safety plan-the CM

is continually assessing for if the family has achieved conditions

for return or if the safety plan is controlling for danger as intended.

9. Should the plan not be controlling for danger, then the safety plan

needs to change-if conditions for return have been achieved then

the safety plan has to change.


10. When conditions for return have been achieved, we would be

looking for a decrease in the level of intrusiveness-moving from an

out of home safety plan to an in home safety plan.

11. When the plan is not controlling for danger, then the supervisor’s

role is to ensure that the CM has assessed the home and the

sufficiency of the plan to determine what must change with the

safety plan to ensure that children are safe.

12. One strategy for engagement of the family and providers is to

engage the team in a group meeting to discuss the progress

evaluation and to solicit the teams recommendations in regards to

the progress made and if changes need to occur to the safety plan,

case plan outcomes, or services.

13. As we have done in prior exercises, we are going to take a look at a

progress evaluation to inform consultation.



Practice: Reviewing Progress Evaluations

Slide Purpose:


Exercise/Activity:


2. Utilization of the Croft Ongoing Progress Update.

Trainer Narrative:


2. The purpose of the exercise is to utilize the written progress

evaluation to inform consultation with the CM.


3. Remind participants that we reviewed the Croft case information

through the CPI FFA on day one of training and the ongoing FFA

earlier today.






Instructions for Ongoing Supervisor Consultation: Progress Evaluation Purpose: The purpose of this exercise is to provide a practice opportunity that allows participants to practice reviewing case information to inform case planning. Materials Needed:

• Supervisor Consultation Guide for Case Management • Safety Methodology Reference Guides • Safety Methodology Practice Guidelines for Case Management, Evaluating

Family Progress

Instructions: 1. Working in small groups, each participant is to complete the worksheet

based upon the review of the case information. 2. Following each participant’s review of the case information, groups will

complete the worksheet for the large group report out.

Part 1 1. List the status of the impending danger threats you believe exist based on the documentation.

2. List what you change has occurred regarding the caregiver protective capacities based upon the documentation.

3. At this point, what do you believe are the key, and defining diminished caregiver protective capacities that specifically correlate with the identified impending danger that still need to be addressed? List them here:

Part 2 In order for your CM to be successful, they will need to have accomplished the Part 1 critical thinking steps. Your role as supervisor is to ensure CM has engaged with the family, sought collateral information, observed family interactions, and has accurately assessed change with diligence and sufficient information and to prepare the progress evaluation. Take a few minutes to think through how you will prepare them by answering the following questions:


1. How will I know they have a clear understanding of progress the family has demonstrated or not demonstrated? What questions should I ask and what do I want to be sure they know?

2. How will I explore their understanding of the changes (positive or negative) in caregiver protective capacities?

3. How will I explore their understanding of the changes (positive or negations) in the child’s needs?

4. How will I explore the sufficiency of the safety plan and if conditions for return have been achieved?

5. By the end of consultation focused on preparing workers to complete the progress evaluation and potentially amend safety plans and/or case plans, it should be clear which protective capacities and child needs the CM will be talking about with the caregiver. Describe how you will consult with them through discussing the diminished protective capacities with their caregivers and child needs. Describe your strategy for helping your worker consider how to raise caregiver self-awareness and build discrepancy regarding the continued need for change.


Activity Report Out

Slide Purpose:


Trainer Narrative:










Questions

Slide Purpose:



Trainer Narrative:


clarification.


3. Inform participants that we will be focusing during Session 9:

Application of Consultation.



Consultation Process: Application

Session 9 Times: 2 Hours

Slide Purpose:



Practice: Putting it All Together

Slide Purpose:

1. This slide is intended to provide a visual for the practice

application

Exercise/Activity:

1. Activity is conducted in pairs.

2. Ensure that participants have their cases with them to complete this

exercise.

Activity Handouts/References:

1. Supervisory Consultation Guide: Case Management

2. Practice Guidelines: Case Management


Exercise/Activity Debrief: 1. We are going to review two ongoing family functioning

assessments, case plans, and progress evaluations in pairs.

2. Each participant should have a case that they brought to training

for this exercise.

3. Remind participants that the end product for the ongoing family

functioning assessment is a clear determination of how children are

unsafe-what the impending danger is, how it is manifested, and

how the danger crosses the danger threshold and in particular for

the ongoing family functioning assessment, the identification of

what must change.

4. Review slide points for instructions for participants for activity.

5. The activity will be completed with both cases.

6. Remind participants that this activity encompasses all of the

competencies we have learned the past two days, as well as allows

us an opportunity to practice giving feedback to our peers.

7. Remind participants that they should approach this practice

exercise as if they were not the supervisor on the case and only use

the information that is presented in the Ongoing Family

Functioning Assessment and case information to base their

decision-making.

8. Allow groups 2 hour to complete both cases.

Trainer Note:

1. Participants should have submitted their case examples to the

trainer prior to the training for review and analysis.

2. The trainer should use the completed case review instruments

completed prior to training to guide each group as they work

through their case analysis and guidance for consultation

preparation.


Instructions for Application: Putting it All Together

Purpose: The purpose of this exercise is to provide a practice opportunity that allows participants to practice reviewing a case for consultation, through analysis of case information and reconciliation of information collection and case practice. Materials Needed:

• Supervisor Case Consultation Guide: Case Management; • Case Brought to Training by Participants; • Safety Methodology Practice Guidelines.

Instructions:

1. Working within your small groups, each participant is to review the ongoing family functioning assessment, case plan, and progress evaluation brought to training by each participant.

2. When reviewing the cases, each participant should be considering: a. Information that supports each information domain as being sufficient or

insufficient; b. Rationale for decision regarding sufficiency for each domain; c. Information that supports the identified caregiver protective capacities; d. Justification of the danger threat; e. Justification regarding the stage of change; f. Justification regarding the case plan outcomes-in particular are they SMART; g. Justification regarding the demonstrated change-progress evaluation; h. Analysis of safety plan sufficiency.

3. Following each case review, the pair will complete the worksheet for the large group report out.


Domain Sufficient: Yes or No

Justification

Maltreatment Nature of Maltreatment

Child Functioning

Adult Functioning

Parenting General

Parenting Discipline

Safety Threat(s) Identified: Yes or No

Threat(s): Justification:

Caregiver Protective Capacities:

Are caregiver protective capacities and their scaling, supported by the case information?

If so, how? Demonstration of worker competency-Strength

If not, why? Demonstration of worker competency-Area for focused consultation.

How will you approach consultation with the worker to address the strengths and areas for

focused consultation?


Case Plan Outcomes:

Are the case plan outcomes SMART?





Progress Evaluation:

Does the progress evaluation reflect change focused interventions, safety management, and

progress?






Safety Plan Sufficiency and Management

Is the current safety plan managing for safety and is the safety plan sufficient?






Activity Report Out

Slide Purpose: 1. To provide a breaking point for exercise debrief and report out.

Exercise/Activity Debrief:

1. Conduct debrief through engaging the participants in reflection of

the exercise.

a. What were some insights that the participants had when

reviewing cases through the lens of informed supervisor

consultation?

2. Conclude debrief with seeking feedback from the participants

regarding the exercise and how they envision moving forward with

consultation for staff.

3. Allow for participants to share their feedback.


4. Inform participants that this concludes the training, but that before

we end for the day, that we will be completing our post-test

assessment and that we are asking that participants complete the

training evaluation.



Baseline Knowledge Assessment and Training Evaluation

Slide Purpose:

1. Information to participants to inform assessment and evaluation.

Trainer Note:

1. Provide both the evaluation and post-test at the same time to allow

for participants to complete both before dismissing the class.

2. Do not dismiss the class until after the post-test and the evaluation

are completed.

Trainer Narrative:

1. The curriculum objectives were to enhance professional growth

and development of child welfare staff, increasing competence;

confidence and expertise surrounding case consultation during case

management.

2. Inform participants that this is not a test but, rather, a gauge of

their knowledge base, post-training delivery.

3. The assessment will be used to inform further assistance and staff

development activities at a global and individual level for

participants.

Activity/Exercise:

1. Hand out the competency post-test assessment for participants.

a. Loose Handout.


2. Hand out the training evaluation.

a. Loose Handout

3. Allow participants 20 minutes to complete the worksheet and

evaluation.

4. Have participants hand in their worksheets to the facilitator.

5. Transition to closing slide.

6. Thank participants for their time and attention over the last two

days and dismiss the participants.

Trainer Note: 1. Per the contract requirements, the following will need to be

completed:

a. All sign in sheets need to be scanned and emailed to the

Region Contact and OCW Contract Managers;

b. All training evaluations need to be scanned and emailed to

the Region Contact and OCW Contract Managers.


TRAINER VERSION 1. Sufficient information is: ___ A) Information that is gives us a full picture ___ B) Is relevant to the particular information domain ___ C) Is pertinent to the information domain ___ D) Is adequate and gives us confidence about conclusions ___ E) All of the above 2. The initial risk assessment is completed? ____ A) When the hotline is received by the CPI. ____ B) For each parent, regardless of their household. ____ C) Only when children are safe. ____ D) At the conclusion of the family functioning assessment. ____ E) At anytime during the assessment. 3. Which of the following is not one of the safety threshold criteria: ___ A) Immediate ___ B) Potentially severe ___ C) Out of control ___ D) Protective capacity ___ E) Observable 4. Only new CM’s are in need of consultation. ___ True ___ False 5. Assessing for impending danger is contingent upon: ___ A) Sufficient Information collection ___ B) Worker Competencies and Skills ___ C) Having a present danger plan in place ___ D) Whether or not we can file for custody ___ E) A and B Only 6. Which style of consultation is most effective? ____ A) Competent/Authoritarian ____ B) Competent/Humanistic ____ C) Incompetent/Authoritarian ____ D) Incompetent/Non-Authoritative ____ E) There is no effective supervisor consultation style 7. Assessing is: ___ A) Timely ___ B) A one-time occurrence to complete the Ongoing Family Functioning Assessment ___ C) Continual and dynamic ___ D) Record based information collection ___ E) Completed without the family


8. Which is not a characteristic that influences supervisor consultation: ___ A) Expertise ___ B) Knowledge and Skill ___ C) Process Orientated ___ D) Structured ___ E) All are characteristics that influence supervisor consultation 9. Which of the following is not a phase in case consultation for CM: ____ A) Preparation ____ B) Case Planning ____ C) Exploration ____ D) Introduction ____ E) Case Closure 10. Which of the following statements best defines a supervisor consultation? ____ A) Expert guided discussion at critical junctures in the Ongoing FFA and progress

evaluation. ____ B) Expert guided discussion to correctly apply safety intervention criteria related to

safety management ____ C) Expert guided discussion to correctly assess progress and change ____ D) Expert guided discussion to correctly apply safety intervention criteria related to

determining the need to serve a family ____ E) All of the above

Documents

Case Consultation and Skill Building: Case Managementcenterforchildwelfare.fmhi.usf.edu/Preservice/ActionBoosterTraining… · 1. Information to participants to inform assessment