Pre and Post Training Self Evaluation

Acknowledgements

Agenda

Course Learning Objectives

Pre and Post Training Self Evaluation

Transfer of Learning Action Plan

Module One: Family Team Meeting Overview

ACTIVITY:FTM TOP FIVE

Principles of Family Team Meetings

POCKET ASSESSMENT GUIDE

DFCS Family Team Meeting Confidentiality Agreement

Child and Family Safety Review (CFSR)

LEARNING JOURNAL

Module Two: Roles within the Process

Activity Worksheet: Whose job is it?

Roles within the Process

TOP 30 REASONS for OFI TO BE INVOLVED IN THE FTM PROCESS

My Support System Worksheet

ACTIVITY: DEVELOPING GUIDELINES

LEARNING JOURNAL

Module Three: The Process of Change

Change Process Exercise

STEPS FOR WORKING THROUGH RESISTANCE

Continuum of Change Activity

Empathy Circle Activity

LEARNING JOURNAL

Module Four: Engaging the Family in the FTM Process

Core Conditions and Engagement Continuum

OPTIMAL SKILLS DISTRIBUTION CHECKLIST

Skills to Achieve Core Conditions:

Purposes for Using Reflections

Optimum Distribution of Skills

Combined Reflections - Family Member Statements

ACTIVITY: “Are you listening to me?”

Welcome to Day 2: Review Notes

Guidelines for Providing Feedback

Observation of Skills/Techniques: Demonstration Worksheet

Observation of Skills/Techniques: Practice Worksheet

SOLUTION-FOCUSED QUESTIONS

Solution Focused Interview: Observation Worksheet

ACTIVITY: Solution-focused questions to explore strengths, needs, and solution patterns

Preparation Interviews

Sample Questions for Preparation Interviews

FAMILY TEAM MEETING: Preparation Interview/CFSR Worksheet (copy 1)

Worksheet: Engagement Skills & Preparation Interview

Genogram

Simmons Family Genogram

Simmons Family Timeline

Renee Simmons’ Story (24)

FAMILY TEAM MEETING: Preparation Interview/CFSR Worksheet (copy2)

Worksheet for the Simmons Family Story

Simmons Family’s Strengths and Needs Worksheet

LEARNING JOURNAL

Module Five: Family Plan Development

Building Blocks for the Family Plan

Functional Strengths Inventory

Sample Questions for a Strengths and Cultural Discovery

Needs and Needs Statements

The Cycle of Need

Simmons Family Plan Work Sheet

The SMART Test for Plans

Family Team Meetings in Domestic Violence Cases

Principles of Drug Addiction Treatment: A Research Based Guide

What is Mental Illness: Mental Illness Facts

LEARNING JOURNAL

Module Six: SHINES Documentation, Next Steps

Simmons FTM Observation Work Sheet: Planning, Next Steps, Scaling Question

SHINES Screen Shots

Whose responsibility is it? After the FTM – Next Steps

ACTIVITY: It’s Been a Very Busy Month…

FTM Policy

It’s Your Call

It’s Your Call (Small Group Worksheet)

Acknowledgements

The curriculum for Georgia’s Family Team Meeting and Case Planning for Social Service Case Managers has integrated materials and exercises that were developed by the Child Welfare Policy and Practice Group through years of involvement with mental health and child welfare organizations.Sincere appreciation is expressed to them along with the states of Iowa, New Jersey, and California for their work in developing training material for Family Team Meeting facilitation and participation. Materials used in development of this curriculumhave come from the following individuals and sources:

Individuals / Resources
Linda Bayless, Ph.D
Cornelius Bird
George Veltri, MS
June Hirst, MSW / Bayless, Bird, Hirst: Building and Maintaining Trusting Relationships
Bayless, Bird, Hirst: Convening and Managing Teams
Bayless, Gilder: Individualized Service Planning
Bayless, Bird: Creating and Maintaining the Child and Family Team
Bayless, Bird, Pratt: Family Meetings, Assessment and Case Planning
Peter Block: Flawless Consulting
Vera Fahlberg: Attachment and Separation: Project Craft
Ivor Groves: Qualitative Case Review Protocol
William Madsen: Collaborative Therapy with Multi Stressed Families
The Iowa Department of Human Service’ Family Team Decision-Making Building trust Based Relationships & Family Team Meeting Facilitation Part 1 & 2, Revised September 2006
New Jersey Child Welfare Training Academy’s Family Team Meeting Training Curriculum Trainer’s Guide, draft-in-progress January, 2005
Okamura, A., & Quinnett, E. (2000). Family group decision-making models for social workers in the child welfare setting. Berkeley: University of California at Berkeley, California Social Work Education Center

Additionally the writers express gratitude to FTM trainers Shawn Brown, Gwendolyn Holmes, Andy Johnson and Laurie Hicks for their invaluable contribution to this curriculum’s development and field testing.Their commitment to performance excellence in the facilitation of Family Team Meetings is most evident and appreciated.

We are grateful also to the 2008 FTM Curriculum Advisory Committee and Training staff in DFCS Education and Training Section. Those who participated includedAmy Culbertson, KaTeshia Davis, Dawn Dean, Rick Dunn, Dana Gee-Coley, JoAnne Henry, Shauneen Moss, Sesame Robinson, Kitty Seabolt, Montaniesh Smith, and Julie York. Their input, feedback, support, and patience were greatly valued. Thanks to Mitzie Smith for policy advice, to Jason Sauls for SHINES technical support and advice and to Francie Hill for her review and comments. In addition, thanks to Adriel Jones, Elizabeth Stevens and Deidre Carmichael, Georgia State University Social Work –Professional Development Program Staff for their contributions, expert instruction, patience, and support.

The suggestions, relevant underpinning knowledge shared, time and effort of all the contributors to this program continue to be greatly appreciated:

Audrey Richards and Betsy Lerner, Project Administrators for the Georgia DFCS Education and Training Services Section Curriculum Design, Development and Writers

Agenda

FTM and Case Planning for Social Service Case Managers

DAY ONE

8:30-10:00 Module One

Welcome, Introduction and Expectations

10:00-10:15 break

10:15-12:15 Module Two

Roles within the Process

12:15-1:30 lunch

1:30-3:30 Module Three

The Process of Change

3:30-3:45 break

3:45-4:45 (begin) Module Four

Engaging the Family in the Process

DAY TWO

8:30-8:45 Review Day 1

8:45-10:15 (finish) Module Four

Engaging the Family in the Process

10:15-10:30 break

10:30-11:45 (begin) Module Five

Family Plan Development

11:45- 1:00Lunch

1:00- 2:15 (finish) Module Five

Family Plan Development

2:15-2:30 break

2:30-4:30 Module Six

After the FTM – Next Steps

Course Learning Objectives

As a result of this training, participants will be able to:

Define its purpose and determine the benefit of FTMs in case management
Explain how FTMs assist DFCS in meeting standards of the Georgia PIP
Recognize the Case Managers role in an FTM
Discuss how to involve children in the decision making process
Describe team members’ and professionals’ role in facilitating change
Demonstrate awareness of the challenges of change in building trust with the families and helping them make desired changes
Describe and recognize various forms of resistance
Understand and practice the use of exploring, focusing and guiding skills
Identify the importance of preparing the family and the team for the FTM process
Distinguish between inventory and functional strengths
Explain the significance of the cycle of need
Understands the difference between needs and services
Identify team members’ responsibilities subsequent to the FTM
Determine the need for future FTMs with a family

Before
Training / Rate yourself in each area from 1-3.
1 I know very little about this particular topic.
2 I know some but would like to know more.
3 I’m highly competent in this particular area or topic. / After Training
1 2 3 / I know each stage of the Family Team Meeting and understand the purpose of each step. / 1 2 3
1 2 3 / I understand how the CFSR Standards can be met by having a well facilitated FTM. / 1 2 3
1 2 3 / I understand how Family Team Meetings can be used in all program areas. / 1 2 3
1 2 3 / I understand situations that require a subsequent Family Team Meeting. / 1 2 3
1 2 3 / I understand the Process of Change and can use the steps to work through resistance and promote change. / 1 2 3
1 2 3 / I use engagement skills to work with families and use these skills to prepare them for their FTM. / 1 2 3
1 2 3 / I understand my role before, during, and after a Family Team Meeting and the roles of the facilitator, co-facilitator, and supervisor. / 1 2 3
1 2 3 / I understand the difference between inventory and functional strengths. / 1 2 3
1 2 3 / I understand how to develop need statements as they relate to the family, based on the Risk and Safety Factors. / 1 2 3
1 2 3 / I understand how to help the family develop individualized case plans that include the
child(ren’s) input and meet Policy and CFSR Standards. / 1 2 3

Pre and Post Training Self Evaluation

FTM and Case Planning for Social Services Case Managers

Transfer of Learning Action Plan

FTM & Case Planning for Social Services Case Managers

Case Manager Name ______Supervisor Name______

County______Date scheduled to attended training ______

Directions: Case manager and supervisor should work together to develop this action plan. Keep a copy of this plan for your future use. Complete Part 1 of the plan only. Case Managers…be sure to take this plan with you to class.

Course Description

This course is designed primarily for Social Services Case Managers who do not facilitate or co-facilitate FTMs. The course encompasses how Case Managers can engage families and their informal support system to prepare them for working with the FTM process; how to develop individualized family plans, built on underlying needs and functional strengths, within the context of the FTM setting; documentation in SHINES; and following through with providing services and continued work with the family to complete plans.

Course Learning Objectives

As a result of this training, participants will be able to:

Define its purpose and determine the benefit of FTMs in case management
Explain how FTMs assist DFCS in meeting standards of the Georgia PIP
Recognize the Case Managers role in an FTM
Discuss how to involve children in the decision making process
Describe team members’ and professionals’ role in facilitating change
Demonstrate awareness of the challenges of change in building trust with the families and helping them make desired changes
Describe and recognize various forms of resistance
Understand and practice the use of exploring, focusing and guiding skills
Identify the importance of preparing the family and the team for the FTM process
Distinguish between inventory and functional strengths
Explain the significance of the cycle of need
Understands the difference between needs and services
Identify team members’ responsibilities subsequent to the FTM
Determine the need for future FTMs with a family

Part 1 – Before Training

A. Consider these learning objectives then identify two or three primary objectives that reflect the knowledge and skills you would most like to improve. Highlight the objectives you’ve chosen.

B. FTM Questionnaire:

True or False – The Case Manager has no responsibility in preparing the family for the FTM.

True or False – My County has a FTM Protocol. If true, bring a copy to class.

I know that the responsibility for Documenting the FTM in SHINES is the ______responsibility.

True or False – The attendance of the CM at the FTM is important, but not mandatory.

True or False – The following constitutes a FTM: the Facilitator, the Case Manager and the Mother.

True or False – Policy states that the Father does not have to be involved in the FTM process.

True or False – Change is easy and FTMs are not intimidating to Families.

True or False – Families really don’t know what they need in order to keep their children safe, to achieve permanency and optimum well-being.

True or False – It is more important to have Providers/Community Supports at the FTM, than it is to have Extended Family & Friends at the FTM.

True or False – In the FTM, the Case Manager’s main role is to contradict the family’s story, and to tell the truth of what really happened with the children.

C. Supervisory expectations of me regarding this training:

D. What my supervisor is committed to do to help me transfer the knowledge/skills learned in training to my practice:

______

Trainee/case manager signature Supervisor signature

Be sure to bring this entire handout with you to class and be prepared to share your plan with the trainer. The trainer will note your receipt of the additional credit.

Part II - After training - I’ve completed the course, now what do I need to DO?

Note: This is to be done in class.

Consider the objectives you identified. In order to achieve the change in practice you desire, what do you need to actually DO? Write down specific action steps you will take. If possible, identify a target date to complete that step.

In order to achieve my goals, I am committed to taking the following actions:

Action Step / Date to complete

Module One: Family Team Meeting Overview

This module introduces participants to the what, why and when of Family Team Meetings. It explains the FTM purpose, process and its use within DFCS program areas.

LEARNING OBJECTIVES:

At the conclusion of this module, participants will be able to:

Discuss the purpose of the FTM and its intent to increase family participation in case planning/decision making.

Describe the FTM process, the steps involved and the importance of following the model.

Explain how FTMs assist DFCS in meeting standards of GA PIP.

Create links between FTM process and CFSR goals and requirements.

Explain benefits and strengths of FTM process.

Identify how FTMs can be used in every program area within DFCS

ACTIVITY:FTM TOP FIVE

List five expectations/benefits that can be gained from participating in a FTM. Be prepared to discuss and rank order your list with your group members.

Who benefits from a successful, well planned FTM?

Principles of Family Team Meetings

All people and families have strengths

Strengths are discovered and confirmed when people are affirmed, listened to, acknowledged, and encouraged. Families are experts on themselves.

Most families can make well-informed decisions about keeping their children safe when supported.

Involving families in decision making improves outcomes.

People are capable of change, and most people are able to find the solutions within themselves especially when they are helped in a caring way to identify the solution.

A solution that a family generates with a team is more likely to fit that family because it will respond to that family’s unique strengths and needs.

The focus is on needs rather than symptoms. Unless the underlying conditions producing the behavior are addressed, symptoms will be suppressed only to reappear later.

A family is more invested in a plan in which family members believe that they are full partners in the decision-making process.

When extended family members and friends become part of a team, they frequently identify solutions that no formal system would be able to generate.

Family and friends provide love and caring in a way that no formal helping system can. That support during a family tem meeting helps a family to take supported risks.

When you bring together a number of caring people in the same room you obtain energy that fuels the engine of change.

POCKET ASSESSMENT GUIDE

TO EFFECTIVE FTM FACILITATION

Keys to a Facilitator’s Success

Stand True to FTM Format and Process
Listen, trust the group
Ensure family’s voice is heard, needs are met
Adjust when conflict surfaces, manage power and control issues that arise, manage the flow of discussion to ensure that all are heard and no one dominates
Ensure all agency/legal “non-negotiables” are explained and addressed
Be sure all identified Safety/Risk factors are clearly explained and addressed
Remember three rules of facilitation:
Keep it simple
Keep it clear
Keep it moving

Preparation Interview

Engage the family, build trust

Describe FTM process/purpose

Emphasize that the FTM is driven by the family

Explain FTM outcome: plan or decision

Explain any agency/legal non-negotiable

Explain “family story” during FTM

Identify family purpose

•“What would you like to see happen as a result of FTM?”

Identify who the family wants to attend

Identify anyone else who needs to attend, come to agreement

Identify/discuss any potential conflicts

Be sure HIPAA Release Form is explained and signed

Answer any questions family may have

Meeting time, place, date

Complete CFSR Preparation Interview Worksheet

Time frame: 45 minutes – 1 hour

Family Team Meeting: Stages

Welcome and Introductions

Have “Welcome to the Georgia Family Team Meeting” posted on Easel Pad

Facilitator and Co-facilitator begin, explaining their roles

Primary FTM person (mom, dad)

Family, describing relationship to primary

Professionals, describing relationship to primary/FTM

Food

FTM Outcome, “what we will leave with”.

For DFCS cases, always a decision or a Family/Case plan.

Choose one:

For Family Preservation

•45 day FTM: Creating a Family Plan

•Closure FTM: To celebrate case closure and create a personalized Family Plan (NOT DFCS driven)

•Critical Situation: Requires an immediate decision to be made or new goals or steps to be added to the Family Plan due to new safety/risk factors arising

For Foster Care:

•Imminent risk/considered removal: To discuss whether or not the children can remain in the home or have to come into care