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Welcome Back to Day 3 of TDM FACILITATOR TRAINING

Any questions/ concerns/ thoughts left over from yesterday?

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Today we will focus on the meeting itself, stage by stage,

with practice opportunities.

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SECTIONS OF A TDM MEETING

Before

During (6 Stages)

After

Review

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DO BEFORE THE MEETING:

REVIEW REFERRAL INFORMATION CHECK IN WITH SOCIAL WORKER - RELEVANT “PROCESS” INFO

PREPARE THE ROOM

THE TDM MEETING BEFORE… Handout 10-1

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THE TDM MEETING BEFORE… Handout 10-1

DON’T

• JUST SHOW UP• ARRIVE LATE• OVER PREPARE – FORM

AN OPINION ABOUT THE “RIGHT” OUTCOME

• ALLOW STAFF TO SELECT SEATS BEFORE FAMILY ARRIVES

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THROUGHOUT THE MEETING Handout 10-2

• TRUST THE PROCESS• CARE FOR ALL GROUP MEMBERS• KEEP ALERT• ENCOURAGE PARTICIPATION BY ALL• MAINTAIN BALANCED PARTICIPATION• DEMOSTRATE RESPECTFUL,

PROFESSIONAL BEHAVIOR

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• SEPARATE PROBLEMS DISCUSSED FROM THE PEOPLE DISCUSSING THEM

• PICK-UP ON SIGNALS/CUES THAT THE GROUP IS READY TO MOVE FORWARD

• OFFER “FAMILY ALONE TIME” IF IT APPEARS FAMILY WILL BE BENEFIT

• WATCH YOUR NON-VERBAL MESSAGES

• STEP INTO CONTENT ISSUES ..…

THROUGHOUT THE MEETING Handout 10-2

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THE TDM MEETING Handout 10-3

• INTRODUCTION• IDENTIFY THE SITUATION• ASSESS THE SITUATION• DEVELOP IDEAS• REACH A DECISION• RECAP/EVALUATION/

CLOSING

TDM Stages

Majority of time should be in these stagesMajority of time should be in these stages

Introduction

Identifying Situation

Assessing SituationDeveloping Ideas

Reaching a Decision

Recap/Close

handout 10-4

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INTRODUCTION

Sets toneExplains purpose and goal of meeting

IntroductionsEstablishes Ground RulesAnswers Initial Questions

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KEY ELEMENTS OF INTRODUCTION

Handout 10-5

o Welcome

o Statement of purpose and goal of meeting

o Declaration of desire to work together—

all opinions and ideas considered.o Hope to agree on decision, though

ultimately agency responsible to make decision, if unable to agree

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o Introduction of participants, roles and relationship to child/ family/ case

o Ground rules

o Opportunity for questions

o Recognition of parent(s) as experts on their children

KEY ELEMENTS OF INTRODUCTION

Handout 10-5

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INTRODUCTIONSHandout 10-6

DON’T DO:• Be Too Easygoing • Be Professional• Be Too Formal • Be Engaging• Be Preoccupied • Be Present• Use Jargon • Use Everyday Language• Rush • Set and maintain a

calm and steady pace for the meeting

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GROUND RULES

• RIGHT TO PRIVACY• ALL PARTICIPANTS WILL BE

TREATED WITH RESPECT• ONLY ONE PERSON WILL SPEAK AT

A TIME• EVERYONE WILL HAVE AN

OPPORTUNITY TO SPEAK AND ASK QUESTIONS

• TIME FRAME• PLUS…

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IDENTIFY THE SITUATIONHandout 10-7

•Define the Concern(s);

•Assure the situation is defined as completely and accurately as possible

•This is a very brief stage – What was the situation that prompted the meeting?

YOUR IDENTIFICATION OF THE SITUATION

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ASSESS THE SITUATION

Handout 10-8

Assure full evaluation of risks and strengths

Encourage full disclosure

Clarify facts from opinion

Summarize, identify and link differences and common ground

ASSESSING THE SITUATIONHandout 10-9

CONCERNS• Ask participants to be

behaviorally specific• Explain “how” and

“why” it is unsafe or a risk factor

STRENGTHS• Strengths that can

help mitigate/lessen the concerns

• Strengths that can be protective factors

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Concerns should be talked about FIRST so that strengths can be directly related to

concerns presented

YOUR ASSESSING OF THE SITUATION

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BRAINSTORMING GUIDELINES

Handout 10-11 and 10-12

Brainstorm, don’t evaluate or judgeAnything goes, be creativeEnsure ALL ideas are charted Include EVERYONEQuantity not qualityHitch hike combinations and improvements

DON’T EVALUATE IDEAS!!

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Develop Ideas related to the decision that must be made.

The questions to ask are:1. What ideas do we have to address the

concerns that have been identified?

2. How can we utilize the strengths that have been identified?

IDEAS SHOULD BE IN THREE CATEGORIES:1. Placement/custody

2. Actions to provide safety3. Services to Reduce risk and support placement

YOUR DEVELOPMENT OF IDEAS

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Consensus Decisions Handout 10-13

Start with the least restrictive placement/

custody suggestion.

Reality Test - can this suggestion provide protection and safety?

If YES, then look at what services/supports are needed to make it work.

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If NOT, ensure an explanation is given (doesn’t have to be the facilitator giving it) as to why not, before moving to the next level of restrictiveness for consideration.

This ensures that the team is truly examining what is the least restrictive/ least intrusive way of keeping this child safe.

Consensus DecisionsHandout 10-13

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REACHING A DECISION

IF MEMBERS DO NOT AGREE FACILITATOR MUST ASK THEM “ WHAT WOULD IT TAKE/WHAT DOES THERE NEED TO BE IN PLACE FOR YOU TO FEEL COMFORTBALE WITH DECISION?

CHECK – CAN MEMBERS SUPPORT THE DECISION?

Using Idea Chart Using Idea Chart To “Reach a Consensus Decision” To “Reach a Consensus Decision” Handout 10-14

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Ideas

Actions to Provide Safety, Services (to Reduce Risk)and Supports for Stability

Ensure Explanation – Why Not?Examine Next Level of Care

If Yes:

Levels of Decision Making

YOUR REACHING A CONSENSUS DECISION

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REVIEW PROCESSHandout 10-15

• WORKER MAKES DECISION WHEN LACK OF CONSENSUS BETWEEN PARTICIPATING STAFF

• ONLY PARTICIPATING AGENCY STAFF CAN ASK FOR A REVIEW

• REVIEW CAN BE REQUESTED BY AGENCY STAFF ONLY

• DUTY TO REQUEST A REVIEW IF BELIEF THAT DECISION PUTS CHILD AT RISK OF HARM, VIOLATES LAW/ POLICY, OR IS NOT LEAST RESTRICTIVE/LEAST INTRUSIVE

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REVIEW PROCESS Handout 10-15

• TIMELY REVIEW WITH ADMINISTRATIVE PERSONNEL

• NOTIFICATION OF INTENTION TO REQUEST A REVIEW SHOULD BE MADE IMMEDIATELY.

• DECISION BY ADMINISTRATOR BECOMES OFFICIAL AGENCY POSITION

• AGENCY STAFF ACCEPTS OWNERSHIP AND IMPLEMENTATION RESPONSIBILITY FOR DECISION

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REVIEW PROCESS AND THE FAMILY

When there is an Review, how do we help the family during this period of increased ANXIETY?

How do we EXPLAIN to the family what is happening and why the decision is being reviewed?

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EXPLAINING THE REVIEW TO THE FAMILY

Handout 10-16

• REFRAME THE REASONCAREFUL RIGHT DECISION THE LEAST HARMFUL

PROTECT THE CHILD(REN)

• ACKNOWLEDGE FEELINGS.

• EXPLAINHOW WHO WHEN WHO

• DEVELOPAN INTERIM PLAN IF NECESSARY

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RECAP/ EVALUATION/ CLOSINGHandout 10-17 to 10-19

CHECK UNDERSTANDING COMPLETE ACTION PLAN/SAFETY PLAN ASK/ RESPOND TO QUESTIONS ENSURE EMOTIONS/ RESPONSES ADDRESSED SET FURTHER MEETING DATES APPROPRIATE CLOSING THANK THE MEMBERS OF THE GROUP

YOUR RECAP/ EVALUATION/ CLOSE

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AFTER THE MEETINGHandout 10-20

COMPLETE NOTESGIVE FEEDBACK TO STAFFRECEIVE FEEDBACKCOACH; SHARE POSITIVESCOMPLETE DATA COLLECTION

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FEEDBACKHandout 10-21

• FEEDBACK IS GIVEN TO BE HELPFUL AND TO BENEFIT

• THE RECIPIENT OF THE FEEDBACK IS READY

• FEEDBACK IS DESCRIPTIVE, NOT A JUDGMENTAL PERCEPTION

• FEEDBACK IS GIVEN IN A TIMELY MANNER, THAT IS, AT THE TIME OF THE OBSERVATION OR SOON THEREAFTER

• INFORMATION ADDRESSES CONCERNS THAT THE RECEIVER IS CAPABLE OF CHANGING

• THE INTENDED MESSAGE IS THE MESSAGE THAT IS RECEIVED

• ALTERNATIVE BEHAVIORS ARE EXPLORED

• FEEDBACK IS GIVEN ON POSITIVE BEHAVIORS, NOT JUST NEGATIVE ONES

TDM INDICATORS AND OUTCOMES

Handout 10-22

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GOOD NIGHT

SEE YOU TOMORROW AT 9AM