Wisconsin's Collaborative Systems of Care …...2 Agenda Introduction Issues Basket Logic Model Content Areas •CST Foundation •Resources •Igniting Sparks! •Skill Building Introduction

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Coordinated Services Team Initiative

Strengths-Driven Practice Overview

Spring 2018 Regional Meetings

Philip W. Robinson, LCSW and Jonathan I. Cloud

White Pine Consulting

(715) 258-0877

[email protected]

Objectives

Enhance understanding of the power of strengths to unlock child/family potential.

Realize the parallel between personal and professional development in strength-based teaming.

Gain resources to further your practice and personal growth.

Develop plan to employ your strengths/sparks/gifts.

White Pine Consulting Service, Inc.

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Agenda

Introduction

Logic Model Issues Basket

Content Areas

• CST Foundation

• Resources

• Igniting Sparks!

• Skill Building

IntroductionLogic Model

Inputs- Strengths are a priority in CST but easily misperceived, underutilized in our work

with teams.

Activities- Training to recognize and align (multidimensional) strengths within practice.

Outputs- Participants develop a plan to address one challenge (for Self, or Service, or

System of Care) using improved strength-based understanding & resources.

Outcomes- Service teams improve, Employee engagement enhanced, Systems of care

grow meaningfully.

Follow-up: successful plans are shared in future regional mtgs.

Issues Basket

Setting context


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Introduction

Why be strengths based?

Foundation for therapeutic relationships

Helps families improve coping skills

Attracts natural supports to team

Provides a bridge from dependence to interdependence


Introduction

“The arc of involvement of any service

encounter starts with the point of view the

provider carries into the relationship, then

moves to the process though which the

provider get to know the family…”

-John Franz

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Introduction

Skills Strengths Sparks Virtues


Self

System of Care

Provider


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Introduction

Setting Context (Your timeline, CST timeline)

Activity (1-3)


CST Foundation

Five phases of teaming process

Phases of engagement

Phases of orientation/training

Assessment (CANS as key to narrative)

Roles, Strengths, Goals

10 principles of wraparound- starting with strengths based (handout)


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Phases of the Wraparound Team Process

Phase 1 – Engagement and Team Preparation

Phase 2 – Initial Assessment of Strengths and Needs

Phase 3 – Initial Plan Development

Phase 4 – Implementation

Phase 5 – Transition

White Pine Consulting Service, Inc.Adapted from NWI – phases of wraparound process, and

“Coordinated Services Teams/Family Teaming Process” by White Pine Consulting


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Training, Coaching, and Supervision for Care Coordinators/Service Facilitators

Phase 1 - Orientation

Basic history and overview of CST

Introduction to skills and competencies

Review of the process from referral to transition

Phase 2 - Apprenticeship

Observation by the apprentice of experienced Care Coordinators

Observation of the apprentice by experienced coaches

Phase 3 – Ongoing coaching and supervision

Ongoing coaching, informed by forums for discussion and data

Periodic observation

National Wraparound InitiativeWhite Pine Consulting Service, Inc.

CST

FoundationPHASES OF ORIENTATION

AND TRAINING

National Wraparound Initiative

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CST Foundation

Assessment (informed by CANS Inventory)

Roles, Strengths & Goals

Discussion


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Principles of Wraparound Services

1. Family Voice and Choice

2. Team Based

3. Natural Supports

4. Collaboration

5. Community Based

6. Cultural and Linguistic Responsiveness

7. Individualized and Developmentally Informed

8. Strengths Based

9. Unconditional

10. Outcome Based

Resources

Strengths Inventory / Search Institute

Personal Strengths Grid (Youth) / National Wraparound Initiative

CANS / Praed Foundation

Univ. of Penn Center for Positive Psychology

Frameworks

ACEs

Security Operations

Enabling vs Entrapping Niche

ADMIRE model


Office of Children’s Mental Health Access Workgroup Report

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Resources

ADMIRE Model

Attitude

Discovery

Mirroring

Intervention

Recording

Evaluating

NWI; The Principles of Wraparound: Chapter 2.2; Franz/Cox


The principles of Wraparound: Chapter 2.3; NWIWhite Pine Consulting Service, Inc.

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Tapping Your Sparks

Activity: (4-5)


What We’ll Cover

1. Intentional Growth and Your Three

Selves

2. Defining and Understanding Sparks

3. Meaning and Purpose in Your Job and

Workplace

4. Your Job Crafting Agenda


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Our Focus This Morning:Employee and Organizational Health and Well-Being(Making and/or Keeping Your Job a Need-Satisfying Experience Through Job Crafting)(Sheldon and Elliot, Journal of Personality and Social Psychology, 1999, Vol. 67, No. 3)

Goal Self-Concor-dance

Sustained Effort

Goal Attainment

Need Satisfying

Experiences

Changes in Well-Being

Goal Self-Concordance:

Degree to which the goals express the Member’s

enduring interests, values, passions (i.e., Sparks).

Motivation to pursue them is intrinsic, not externally

prompted or coerced.

Need Satisfying Experiences

(Or Meaningful Experiences): Qualities of

experience required by human beings in order to

thrive; these qualities include competence,

autonomy, and relatedness.

You will develop job crafting goals, or

your learning agenda.


A Critical Higher Human Need: Meaning and PurposeJob Crafting Makes One’s Job More Meaningful

The term meaningfulness captures the amount or degree

of significance employees believe their work possesses.

(Rosso, Dekas, & Wrzesniewski, 2010)

Meaningfulness is associated with numerous work-related benefits, including increased

job satisfaction, motivation, and performance.

(Grant, 2007; Hackman & Oldham, 1980; Rosso

et al., 2010)


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Some Behavioral Manifestations of

Need-Thwarting Experiences

(Source: Vansteenkiste and Ryan, “On Psychological Growth and Vulnerability: Basic Psychological Need Satisfaction and Need Frustration as a Unifying Principle, “Journal of Psychotherapy Integration, 2013, Vol. 23, No. 3)

Having lots of need thwarting experiences

in the workplace prevents employees from

expressing, using, and fulfilling their

potential. It’s basically the blocking of one’s

abilities, capacities, possibilities.

Maslow’s term for experiencing

frustration of psychological and self-

fulfillment needs is “metapathology,”

which he described as thwarting of

self-development.


My ideal self – who do I want to be?

My real self – who am I?

My strengths –where my ideal self

and real self overlap

My gaps – where my ideal and real

self differ

My learning agenda – building

strengths while reducing my gaps

Experimenting with new behaviors, thoughts, and

feelings

Practicing the new behaviors, building

new neural pathways

Boyatzis Model of Intentional Change

Developing trusting

relationships that

support, help, and

encourage each

step in the process


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The Selves Model - Your Three Selves

The Haven Institute (www.haven.ca). Authorship 1992 Wong and McKeen. Permission is granted by the Haven Institute to reproduce, adapt, and present this work for any private use provided always that any such reproduction, adaptation or presentation shall include this statement. All other rights reserved.

SparksIncludes Your Innate Strengths

Passionate interests; special abilities, talents, gifts –those things that give us meaning, focus, energy, and joy.

A special quality, skill, or interest that lights us up and that we are passionate about.

Our very essence, that thing about us that is “good and beautiful, and useful to the world.”

The power of sparks comes when:

You know your spark(s).

Your spark(s) is/are important to you.

You take initiative to develop your spark(s).

(Teen Voice 2010, Best Buy Children’s Foundation and Search Institute)White Pine Consulting Service, Inc.

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Living Your Sparks: Optimum, Flow, or Peak Experiences

1. You can do it or learn it easily.

2. You feel strong when you do it.

3. It comes naturally to you.

4. It brings joy to you and others.

5. You look forward to doing it.

6. You feel like you’re “in the zone” when you do

it.

7. Time seems to fly when you’re doing it.

8. After you’ve expressed or used it you feel

fulfilled.

9. After you’ve expressed or used it you look

forward to doing it again.

(Ian Paul Marshall, adapted) White Pine Consulting Service, Inc.

Exercise

Recognizing Your Sparks

1. Think of your childhood and adolescence and

try to recall things you were naturally drawn to

and activities that gave you joy.

2. Think about what you deeply enjoy doing now;

things you “really get into doing” or that you’re

passionate about and easily excel at doing.

3. Review your list of traits and pick ones that are

Sparks.

4. List Sparks that may not be in your list of traits.


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Sparks Give Your Life MeaningAND

Are a Source for How You Make Your Job Meaningful

“A spark is something that gives your life meaning and purpose.

It is an interest, a passion, or a gift.”

Dr. Peter Benson

Meaning in life is often defined as a sense of one’s life

having a purpose or investing time and energy into the

attainment of cherished goals (Ryff & Singer, 1988)


What Makes Experiences Meaningful in the Workplace and in Life as a Whole?

Competency

• I can do it

• I do it well; uses my abilities or

sparks, gifts

Autonomy• I choose it; matches my values

• I help plan what happens

Relatedness• I did/shared it with someone

• I did it for someone

(Source: Sheldon and Elliot, Journal of Personality and Social Psychology, 1999, Vol. 67, No. 3)


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The MPS Process: A Useful Technique for Connecting Your Work to Your Heart(Source: Dr. Tal Ben-Shahar, Happier, as presented in Mind Tools, Ltd.)

MEANING(What gives

me meaning?)

PLEASURE(What gives

me pleasure?)

STRENGTHS(What are

my strengths?

When was the last time you

experienced real enjoyment

of a task or project or

endeavor?

It probably had three

characteristics:

1. It matched your personal

values.

2. It brought you pleasure.

3. It was challenging and

stretched your strengths

enjoyably.


“I want us to envision that what children go through has

to do with finding a place in the world for their specific

calling. They are trying to live two lives at once, the one

they were born with and the one of the place and

among the people they were born into.”

“All of a sudden and out of nowhere a child shows who

she is, what he must do. These impulsions of destiny

frequently are stifled, so that calling appears in the

myriad symptoms of difficult, self-destructive, accident-

prone, ‘hyper’ children – all words invented by adults in

defense of their misunderstanding.”

James Hillman

The Soul’s Code: In Search of Character and Calling

Sparks Are About What You Were Born With:

Your Purpose or Calling(Sparks are Clues to Your Authentic Self and Calling or Purpose)


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Crafting Your Job to Support of Your Calling

Job crafting is the process of employees

redefining and reimagining their job designs in personally

meaningful ways.

(Wrzesniewski and Dutton, 2001)


Maslow’s Term for Calling: Metamotivation (Associated with Self-Actualization)(Abraham Maslow, 1964)

“Devotion to some task, call, vocation,

beloved work outside oneself.”

“Something for which the person is a ‘natural,’

something that he or she is suited for,

something that is right for him or her, even

something that she or he was born for.”

Note: Your job or position isn’t necessarily your

calling, but your job or position can be crafted

by you to follow or support your calling.


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Making Your Purpose a Part of Your Job is a Key to Psychological Success(It Makes One’s Career a Calling)

When one’s subjective career takes on particular salience: when the

person feels a sense of calling in his or her career, that is, a sense of

purpose, that this is the work one was meant to do.

An individual whose career is driven by a sense of calling benefits

from enhanced meta-competencies. A meta-competency is a

capacity that facilitates the acquisition of other, more specific

competencies or skills. (Briscoe and Hall, 1999)


Forming Your Sense of Purpose

Purpose

A stable and generalized intention to

accomplish something that is at once

meaningful to the self and of

consequence to the world beyond

the self.

(William Damon, et al., “The Development of Purpose During

Adolescence,” Applied Developmental Science, 2003, Volume 7,

Number

3, 119-128)


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Developing Purpose Is Central to Self-Care(Job Crafting is About How You Take Charge of Yourself to Bring Purpose to

and Make Meaning in Your Workplace)

A growing body of theoretical and empirical research suggests that a noble purpose in life is associated

with optimal human development.

Psychological researchers have identified a noble purpose as a

developmental asset (Benson, 2006), an important component of human flourishing (Seligman, 2002), and a key

factor in thriving (Bundick, Yeager, King & Damon, 2009).

(“A Grounded Theory of the Development of Noble Purpose,” Kendall Cotton Bronk Journal of Adolescent Research, 2011)


Purpose In LifeA Critical Aspect of Psychological Well-Being

(Richard E. Boyatzis and Kleio Akrivou, “The Ideal Self as the Driver of Intentional Change,” Journal of Management Development, Vol. 25 No. 7, 2006, adapted)

Sparks


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What Is Job Crafting?(Can Be Done Individually and as Teams)

Job crafting is the process of employees redefining and reimagining their job

designs in personally meaningful ways.

(Wrzesniewski and Dutton, 2001)

Your Intentional

Growth

Learning

Agenda:

New Behaviors

to Experiment

With


First Approach to Crafting Your Job:

Task Crafting

1. Adding Tasks: Add whole tasks or projects that you find meaningful

into your job.

2. Emphasizing Tasks: Take advantage of a task that is already a part of

your job by allocating more time, energy, and attention to them.

3. Redesigning Tasks: Find ways to reengineer existing tasks to make

them more meaningful (e.g., experienced caseworker mentor a new

caseworker).

(Berg, Dutton, and Wrzeniewski, “Purpose and Meaning in the Workplace,”

American Psychological Association, 2013)White Pine Consulting Service, Inc.

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Second Approach to Crafting Your Job:

Relational Crafting

1. Building Relationships: Work more closely with other employees

who enable you to feel a sense of pride, dignity, or worth.

2. Reframing Relationships: Change the nature of a relationship to be

about a new, more meaningful purpose.

3. Adapting Relationships: Provide others with valuable help and

support in carrying out their jobs.



Third Approach to Crafting Your Job:

Cognitive Crafting

1. Expanding Perceptions: Broaden the perception of the impact or

purpose of your job.

2. Focusing Perceptions: Narrow the mental scope of the purpose

of your job on specific tasks that are valuable to you. (Very

useful if there are some tasks in your job that you really hate.)

3. Linking Perceptions: Draw mental connections between specific

tasks and aspects of your identity that are meaningful to you.



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ExerciseDevelop Your Intentional Growth Learning Agenda: Job Crafting

1. Team up with one or two others to begin working on this together. You may

complete it in more detail together later.

2. You have already done work on: your ideal self at work, defining your real self

(or your traits), and your strengths or Sparks.

3. Now think about the gaps between your ideal self and your real self. Gaps

aren’t flaws, they are your growth opportunities. (You may want to go back and

create a greater ideal self.)

4. Figure out some ways to “job craft” your position to include your Sparks, to

bring meaning and purpose to your work.

5. Come up with a few action steps you want to take, some new behaviors at work

that you want to experiment with. This is your intentional growth learning

agenda.


Channeling Your SparksACTIVITY (6-7)


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Bringing Your Sparks to the Workplace Contributes to Being a

High Performance Organization(Nelson and Burns, Organization Transformation, 1983)


Skill Building

(Putting your sparks to work)

Performance Management Systems

Workflow Design

Casework

Engagement

Cultivating your professional supports and sponsors


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Discussion /

Close


Selected References and ResourcesADMIRE: Getting Practical About Being Strength-Based (The Principles of Wraparound: Chapter 2.2)https://nwi.pdx.edu/NWI-book/Chapters/Franz-2.2-(ADMIRE).pdf

Ten Principles of the Wraparound Process (The Principles of Wraparound: Chapter 2.1)https://nwi.pdx.edu/NWI-book/Chapters/Bruns-2.1-(10-principles-of-wrap).pdf

Adverse Childhood Experiences in Wisconsin: Findings from the 2010 Behavioral Risk Factor Surveyhttps://preventionboard.wi.gov/Documents/REVISEDWisconsinACEs.August2012.pdf

Children’s Mental Health Collective Impact Access Workgrouphttps://children.wi.gov/Documents/CI-Access.pdf

Training, Coaching and Supervision for Wraparound Facilitators: Guidelines for the National Wraparound Initiative: https://nwi.pdx.edu/pdf/wrap-training-guidelines-2013.pdf

Search Institute Surveys for Identifying Strengths and Growth Areas, Including Developmental Assets: https://www.search-institute.org/surveys/

Child and Adolescent Needs and Strengths (CANS) tool: https://praedfoundation.org/

Survey of Character Strengths; University of Pennsylvania School of Arts and Scienceshttps://ppc.sas.upenn.edu/resources/questionnaires-researchers/survey-character-strengths
