Case Plan Outcomes: Crafting Outcomes for Achieving Change ... · 1. To provide an overview of...

Crafting Case Plan Outcomes: Workshop FL TG 1

Case Plan Outcomes: Crafting Outcomes for Achieving Change in Caregiver Protective

Capacities Estimated Time 12 Hours

Order/Overview

Introduction (40 Minutes) Agenda Objectives Pre-Test Session 1 (45 Minutes) Review of Methodology Case Flow Review Case Flow and Objectives of Flow Session 2 (30 Minutes)

Intervention Stages Preparation Introduction Exploration Case Planning Session 3 (2 Hours) Creating Outcomes for Change Through Exploration Identifying CPC’s in relation to Threats


Creating Discrepancy and Raising Self-Awareness Mutuality and Self-Determination Session 4 (2 Hours) SMART Outcomes: What is and is not SMART? Significance of Exploration What are SMART outcomes? Creating SMART Outcomes? Session 5 (5 Hours) Applying Knowledge to Practice Wrap Up and Review (45 Minutes) Post Test Training Evaluation Logistics

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


Workshop Introduction

3 Minutes

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;

d. A common set of constructs that guide development of

case plan outcomes that are focused on change.

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 15 Minutes

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

3 Minutes

Slide Purpose:

1. To introduce workshop training objectives.

Trainer Narrative:

1. The purpose for the workshop is to review the intervention

approach for ongoing case management (specifically related to the

Ongoing Family Functioning Assessment and development of the

case plan).

2. The focus of Case Plans, engagement of caregivers in developing

case plans outcomes, and crafting case plan outcomes based upon

danger threats and caregiver protective capacities.


Exercise/Activity:

1. Review objectives with participants, reinforcing the concepts that

were acquired in the previous trainings as a foundation for the

training.


Agenda 3 Minutes

Trainer Handout:

1. Agenda. Located in the participant guide, page 4.

Activity/Exercise:

1. Review the agenda.

2. Address any facility or workshop logistics concerned with the

daily schedule, room or building instructions, etc.


Case Plan Outcomes: Crafting Outcomes for Achieving Change in Caregiver Protective Capacities

Office of Child Welfare In-Service Training

Agenda

Day 1: 9:00-4:30 Introduction Objectives Agenda Pre-Test Session 1 Review of Methodology Case Flow Review Case Flow and Objectives of Flow Session 2

Intervention Stages Preparation Introduction Exploration Case Planning Lunch 11:30-12:30 Session 3 Creating Outcomes for Change Through Exploration Identifying CPC’s in relation to Threats Creating Discrepancy and Raising Self-Awareness Mutuality and Self-Determination Session 4 SMART Outcomes: What is and is not SMART? Significance of Exploration What are SMART outcomes? Creating SMART Outcomes?

Day 2: 9:00-4:30 Session 5 Applying Knowledge to Practice: Part 1 Lunch 11:30-12:30 Session 5 Continued Applying Knowledge to Practice: Part 2 Wrap Up and Review Post Test Training Evaluation


Baseline Knowledge Assessment

15 Minutes

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 crafting case plan outcomes.

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 participants hand in their worksheets to the facilitator.


TRAINER VERSION PRE-TEST ANSWER KEY

1. What are the ongoing family functioning intervention stages? ____ A) There are no intervention stages in ongoing case management. ____ B) Exploration and Case Planning ____ C) Introduction, Exploration, Case Planning, and Progress Evaluation X D) Preparation, Introduction, Exploration, and Case Planning ____ E) Case Planning and Progress Evaluation 2. Which of the following items is not among caregiver protective capacities? ____ A) Takes action for child X B) Talks about child to co-workers ____ C) Recognizes child’s needs ____ D) Aligns with child ____ E) Is emotionally attached to the child 3. What is the primary basis for ongoing case management intervention? ____ A) Because the parents want services ____ B) Because parents’ protective capacities are diminished and help is needed X C) Children are unsafe due to impending danger and diminished protective

capacities. ____ D) A and B ____ E) B and C 4. What are the criteria for case plan outcomes? X A) Specific, Measurable, Attainable, Reasonable, Timely ____ B) Whatever the worker believes the criteria should be ____ C) A list of services that the family will do ____ D) There are no criteria for case plan outcomes. ____ E) The same as the safety plan 5. Case planning is? ____ A) Telling the family what to do X B) Establishing outcomes and motivation for change ____ C) Creating to do lists with families ____ D) The same as a safety planning ____ E) None of the above


6. Caregiver protective capacities are: ____ A) Family resources ____ B) General parenting practices including discipline and knowledge of child development ____ C) Parenting protective factors ____ D) How a parent determines if their children are developing appropriately X E) Personal and parenting behaviors, cognitive, and emotional characteristics that

specifically and directly associate with protecting one’s child (ren) 7. Developing a pro and con list is an example of? X A) Decisional Balance ___ B) Checks and Balances ___ C) Plus and Minus ___ D) Balance Sheets ___ E) None of the above 8. Engaging is considered a(n): ___ A) Only when a family is going on to ongoing case management ___ B) Is based upon the family X C) Is an essential skill Case Managers ___ D) Is optional ___ E) None of the above 9. Families are free to make their own decisions is an example of? ___ A) Not engaging with Case Manager ___ B) Not taking responsibility ___ C) Being non-compliant X D) Self-Determination ___ E) None of the above 10. Positively written quality of life changes in client conditions, status, behavior,

functioning, attitudes, feelings, and perceptions. (Martin & Kettner, 2012) ___ A) Change Statement ___ B) Task X C) Outcome ___ D) Danger Statement ___ E) None of the above


Foundational Knowledge: Review of Methodology

Session 1: 30 Minutes

Slide Purpose:

1. To provide an overview of Session 1.

Trainer Narrative:

1. Provide a brief overview of Session 1

2. Inform participants that prior to beginning Session 1 that we will

be challenging our knowledge base and recall from previous

training and application of methodology.


CPI Decision-Making Case Flow Chart

5 Minutes Handout:

1. Case Decision-Making Flow Chart CPI

Trainer Narrative:

1. Reinforce with participants that the safety decision-making flow

chart represents the essential safety decisions that must occur

during the CPI process.

2. Reinforce the need to remain “within the lines” for decision-

making.

3. The Safety Methodology is focused on ensuring that the “right”

families are being served through case management services.

Meaning unsafe children.


4. Therefore there must be precision in the decision-making for

children and families.

Exercise/Activity:

1. Guide participants through a brief review of the case flow chart—

decision by decision.

Trainer Note: 1. Participants may raise the question regarding the application of the

risk assessment and the absence of the assessment on the case

decision-making flow chart.

2. Should this occur, reinforce that the decisions that are outlined in

the case decision-making flow chart are the safety decisions that

must be made to determine which families are unsafe and who

must be served through ongoing case management.

3. The risk assessment is not a safety decision; therefore it is not

captured in the safety decision-making flow chart.


Investigation to Ongoing Case Management

5 Minutes

Slide Purpose:

1. To provide visual of the transition from Investigation and Case

Management.

Trainer Narrative:

1. Methodology reinforces that we are all serving Florida’s children

through a seamless process.

2. The lens from which we all work with families is consistent—from

CPI to CBC.

3. The focus of our assessments and purpose of our interventions

remain constant--child safety and enhancing caregiver protective

capacities through change focused case plans.


Ongoing Family Functioning Assessment Process

Ongoing Case Management Case Flow Chart

5 Minutes

Slide Purpose:

1. Ongoing Case Management Initial Family Functioning Assessment

Case Process.

2. The purpose of this slide is to provide an overview of the ongoing

case management intervention stages and case flow process for the

initial ongoing family functioning assessment.

3. This is the assessment that is done when families are transferred to

ongoing case management.

Safe

ty M

anag

emen

t and

Enh

anci

ng C

areg

iver

s Pro

tect

ive

Capa

citie

s Preparation Developing Strategy for

Engagement

Introduction Engagement

Exploration Determine What Must

Change Through Information Collection

Caregiver Protective Capacity Assessment

Child Needs

Danger Statement

Family Goal

Motivation for Change

Case Planning Develop Strategies for

Change Case Plan Outcomes

Complete Ongoing FFA

Case Plan


Trainer Narrative:

1. Inform participants that this flow chart provides a visual for the

transition from CPI to Case Management through providing an

overview of the initial ongoing family functioning assessment

process.

2. Remind participants that this process will be used for all new

families who are receiving case management services.

a. This process informs the development of the case plan

outcomes while maintaining safety for children.


Ongoing Family Functioning Assessment: Foundational Concepts

5 Minutes

Slide Purpose:

1. This is an overview of the core concepts that drive the Ongoing

Family Functioning Assessment purposes and objectives.

Trainer Narrative:

1. Remind participants that the Ongoing Family Functioning

Assessment is the first formal intervention during ongoing case

management.

2. Inquire of participants when the Ongoing Family Functioning

Assessment begins:


a. The Ongoing Family Functioning Assessment begins at

the point that the CPI worker transfers a case to


3. Key to completing the Ongoing Family Functioning Assessment

and developing focused case plan outcomes is the ability of the

CM to engage caregivers in the ongoing family functioning.

4. It is important that caregivers see themselves as having a stake in

what happens to them and a say regarding how things will be

addressed in the Case Plan.

5. A majority of the of the conversations during the ongoing family

functioning assessment are concerned with having caregivers

recognize and identify protective capacities associated with

impending danger and seek areas of agreement regarding what

must change to eliminate or reduce and sufficiently manage threats

to child safety.

a. We will be discussing this more in depth in the later

sessions, in particular focusing on developing

mutuality, recognizing self-determination, and

developing discrepancy.


Ongoing Family Functioning Decisions

5 Minutes

Slide Purpose:

1. These slides are intended to remind the participants of the

decisions associated with the ongoing family functioning

assessment.

Exercise/Activity:

1. Review each slide one at a time.

2. Engage participants in discussion regarding the purpose of each

question.

a. Seek participant description regarding the Ongoing

Family Functioning Decisions prior to providing the

answer.


b. TRAINER NOTE: Reminder that this is a review, so

solicit the participant involvement to provide the review

to draw upon their own recall from training and

experience.

Trainer Notes and Narrative for Discussion:

1. Are danger threats being managed?

a. This pertains to the active role of the case manager to

ensure that the safety plan is being managed. Ensuring that

each person who has a role in the safety plan is executing

his or her duties to ensure child safety.

2. How can existing protective capacities (strengths) be built upon

to make changes?

a. This requires staff to identify and recognize that despite the

family’s current involvement with the agency that they

have strengths that need to be identified and utilized to

illicit the change in families. This requires that staff have a

strengths based approach to working with families.

3. What is the relationship between danger threats and

diminished caregiver protective capacities—What must

change?

a. This requires that staff understand and can conceptually

apply the concepts of danger threats and caregiver

protective capacities. Staff has to be able to identify the

specific caregiver protective capacities that are related to

the family conditions associated with the identified

impending danger threats.

4. What is the parent’s perspective or awareness of their

caregiver protective capacities?

a. This requires the core tenants associated with the family

centered practice—family engagement in the change

process. This may require that staff engage with families


regarding their self-awareness and work with families to

elevate their awareness if needed.

5. What are the child’s needs and how are the parents meeting or

not meeting those needs?

a. The agency has a responsibility to assure that the child’s

well being is being addressed. For parents that are not

meeting their child’s needs, the agency must ensure that the

needs are met. This requires the staff to assess the child’s

needs and the parent’s ability to meet those needs.

6. What are the parents ready and willing to work on in the case

plan?

a. This requires the acknowledgement that the case plans that

are developed are the family’s plan, and as such their role

and agreement to the outcomes is paramount. This also

requires that the case manager understand the concept of

the stages of change to be able to recognize what stage the

parent may be in and work to engage families in outcomes

that are specific, measurable, attainable, reasonable, and

timely.

7. What are the areas of disagreement in what needs to change?

a. As the case manager is aware of what parents are ready and

willing to work on, they too must be aware of any

disagreements regarding what must change and engage the

family in the change process through use of their

engagement skills.

8. What strategy (case plan) will be used to assist in enhancing

diminished caregiver protective capacities?

a. What will the case plan look like? What will the outcomes

look like? How will we know when change has occurred?

This requires the case plan to be SMART—specific,

measurable, attainable, reasonable, and timely. This


requires the case manager to be creative in their strategies

and target change at the specific caregiver protective

capacities that were identified to be related to the

impending danger.


Philosophy: Ongoing Family Functioning Assessment

5 Minutes

Slide Purpose:

1. This slide is intended to communicate the mentality for the

development of the ongoing family functioning assessment.

Trainer Narrative:

1. The Safety Decision Making Methodology seeks to promote a

system of intervention (integration of Hotline Assessment, Family

Functioning Assessment, Ongoing family functioning assessment,

Case Plan development, and Case Plan Evaluation) that is

fundamentally based on the application of safety concepts and

criteria.

2. It is also intended to better define the work of ongoing case

management and services by establishing a consistent concept of


change that can be used to focus the scope of intervention, define

the purpose for change intervention, provide a structure for the

change intervention process, and apply criteria and standards to

practice and decision-making.

3. The following sessions will expand upon the foundational

knowledge received at training and provide an opportunity for

application of the ongoing family functioning assessment and Case

Plan Development.

4. As CM, while our knowledge is critical to working with families,

the use of our core skills is equally as important.

5. Transition to next slide.


Essential Skills of the Family Functioning Assessment: Case Manager 5 Minutes

Slide Purpose:

1. This slide is provided to inform participants of the essential

knowledge and skills for case managers.

Trainer Narrative:

1. As case managers, we must be aware of the skills needed for


2. There are three considerations in the understanding of the

knowledge and skill necessary for the Case Manager.

3. (1) Understand that case managers must possess the knowledge

and skill set to address the concepts that are fundamental to Safety

Methodology, in particular:


a. Knowledge of present and impending danger;

b. Knowledge of the purpose for present danger plans;

c. Knowledge of the purpose for safety plans;

d. The ability to develop and implement sufficient present

danger plans and safety plans;

e. The ability to engage caregivers in conversations and

conduct interviews, including phases of change;

f. Ability to collect sufficient information for decision-

making;

g. Knowledge of the dynamics of child maltreatment;

h. Knowledge of and ability to identify diminished and

enhanced protective capacities to inform case planning.

4. (2) The case manager must possess the skills associated with

engaging families for change and the knowledge of the stages of

change.

a. This requires utilization of the essential skills: Engagement

Skills and Identification of Family Needs, as we outlined in

Module 3.

5. Lastly (3) The knowledge and application Ongoing FFA

intervention standards for information collection.

a. Knowledge and application of the caregiver protective

capacity assessment for ongoing case management and the

child needs assessment;

b. Ability to develop specific, measurable, attainable,

reasonable, and timely case plan outcomes to facilitate

change.

Trainer Note:

1. Transition to slide for questions.


Trainer Narrative:

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

a. Clarify any questions or comments raised by the

participants.

2. Provide participants, if time is appropriate, a 15 minute break

before moving to Session 2.


Intervention Standards: Getting to Case Plan Outcomes

30 Minutes

Slide Purpose:

1. To provide the overview for Session 2.

Trainer Narrative:

1. Remind participants that the ongoing family functioning

assessment is a continuation of the family functioning assessment

that was completed by the investigator.

a. The family functioning assessment from CPI serves as a

basis to begin interventions with the family, as well as a

point to reconcile information and allow for clarification of

conditions that may have been unknown to the agency

during the investigation.


2. The ongoing family functioning assessment is a fluid process and,

as such, the case manager is always aware of information

collection that informs changes to both the family functioning

assessment and the safety plan.

3. This session is a brief review of the intervention standards and the

associated outcomes for each standard.

4. In considering fidelity to practice and the crafting of case plan

outcomes, the adherence to the intervention standards by the Case

Manager is paramount to ensure sufficient, accurate, related

information to drive decision-making.


Preparation

Slide Purpose:

1. The purpose of the slide provides the participants with the

definition of preparation and the actions associated with

preparation.

Trainer Narrative:

1. Proceed to review with the participants preparation, process of

preparing for information collection and contact with the family.

a. Preparation is the act of getting ready, being prepared.

2. Inquire, briefly, of participants what preparation looks like in

practice.

a. Seeking information from participants such as:

i. Review of the family functioning assessment;


ii. Review and analysis of the safety plan;

iii. Review of case information and content;

iv. Contact with collaterals;

v. Response to any immediate safety management

needs;

vi. Consultation with the supervisor to reconcile

information and prepare for family contact;

vii. Consultation during preparation is focused on

reconciling information and identifying strategies

for engagement with the family.


Introduction

Slide Purpose:

1. This slide is used to review the concept of introduction.

Trainer Narrative:

1. Proceed to review with participants the act of introduction.

a. It is the process of introducing yourself and the ongoing

family functioning assessment process to families.

b. Introduction is the act of introducing you as the case

manager, the agency’s role, what ongoing case

management is and is not, and providing clarification as

to the role of the ongoing case manager.


Trainer Narrative:

1. Review practice objectives for introduction with participants.

2. Seek from participants their own description of the practice

objectives for introduction.

a. Seek answers such as:

i. Allows parents to decide how they would like to

engage with the agency.

ii. Sets the foundation for rapport building and

informs the case manager as to the skills they

must deploy to engage families.

iii. Requires the case manager to apply the essential

practice skills of teaming and engagement.


Exploration

Slide Purpose:

1. Provide the definition of exploration.

Trainer Narrative:

1. Review the process of exploration with participants.

a. Exploration is the process of exploring information with

families, the process of finding out who families are and

where they are in the stages of change.

a. Exploration is the act of exploring with families how they

are functioning in relationship to the protective capacities;

understanding how danger threats or negative family

conditions have manifested; exploring motivation for

change, resistance, or ambivalence; identifying family


strengths; creating danger statements; and finding mutuality

for continued work.

Trainer Narrative:

1. Exploration involves a bunch of (people and interaction) designed

to move everyone closer to agreement about what must be done to

restore caregivers to their protective role and responsibilities.

a. Think of it this way: The ongoing family functioning

assessment is how case mangers identify with a caregiver

what the caregiver must do in order to resume authority

over his or her family and end intervention.

2. You might say that the ongoing family functioning is concerned

with the thinking, feeling, and behavioral characteristics of parents

and caregivers that, when enhanced, make it possible for them to

be in charge of keeping their kids safe by themselves or with

assistance from people other than the agency.

3. The concept of enhancing diminished protective capacities

acknowledges that generally most parents and caregivers possess

the capacity to be protective.

a. A diminished protective capacity does not necessarily mean

that the capacity is absent; it may just be turned down or

turned off.

4. Caregivers can be in a weakened state because of things

influencing them such as stress or substance use or emotional

despair.

5. The role of the Case Manager is critical during exploration as the

things you do when conducting an exploration enable you and the

caregiver to better understand and do something about what is

going on concerned with impending danger, the need for

protection, and the role and responsibilities the caregiver has to

provide protection.


6. Exploration is a critical component in considering the ability to

craft case plan outcomes with families that are behaviorally

specific and targeted at change.



Case Planning

Slide Purpose:

1. To reinforce with participants the concept of case planning.

Trainer Narrative:

1. Proceed to review with participants that the action of case planning

is multi-faceted and contingent upon fidelity during preparation,

introduction, and most importantly exploration. .

2. There are many tasks that are associated with case planning, from

the interaction with families to the formalization of the case plan

document.

3. Case planning with families is the act of establishing outcomes and

motivation for change with families.


Crafting Outcomes: Exploration Objectives 10 Minutes

Slide Purpose:

1. This slide is to provide the introduction to the exploration handout.

2. Handout and slide represent the review of the essential objectives

of exploration that affect the development of case plan outcomes.

Trainer Narrative:

1. In the previous section we briefly reviewed the intervention stages

for the ongoing family functioning assessment.

2. In discussing exploration, we emphasized the significance of

exploration in achieving the development of appropriate case plan

outcomes with families.

3. Inquire of participants what the significance of exploration is in

regards to fidelity and development of case plan outcomes.


a. Seek responses that identify information that drives

decision-making;

b. Understand the family and the underlying conditions that

are associated to the danger threat;

c. Identify the scope of the caregiver protective capacities;

d. Confirm danger threats;

e. Engage with families to seek information.

4. Confirm with participants their responses as they share with the

large group.

5. Transition to inform participants that in Session 3 we will be

focusing on three of the core exploration objectives:

a. Consider the relationship between danger threats and CPC’s;

b. Create discrepancies and raise self-awareness;

c. Seek mutuality and reinforce self-determination.

6. Before we focus our attention on those three objectives, we will do

a quick review of the exploration objectives.

7. Inform participants to reference the handout located in their

participant guide: Exploration Stage: Objectives.

Handout:

1. Exploration Chart in Participant Guide, page 25.

Exercise/Activity:

1. Conduct a brief review of the handout with participants.

Trainer Narrative:

1. This handout provides a synopsis or overview of the essential areas

of discussion with caregivers during the exploration stage.

2. Progressing from left to right, the conversation with caregivers

during the exploration stage begins with general status, review of

activity up to this point, and addressing safety management issues

as indicated.


a. Once the preliminaries are completed, it is suggested that

the conversation focus on caregiver strengths, existing

enhanced protective capacities, and what is working.

Beginning with the positives will be helpful for engaging

and will encourage dialogue.

b. The conversation then proceeds to considering the

correlation between impending danger and diminished

caregiver protective capacities. Engaging the family in

crafting the danger statement.

c. Exploration stage concludes with candid

observations/discussions about areas of agreement and

disagreement, next steps, willingness, and commitment.

Resulting in the crafting of both the family strategy and

danger statement.

3. Inquire of participants if they have any questions regarding the

review of the core exploration objectives.

4. Proceed to inform participants that we will be focusing our

attention now on the relationship between danger threats and

caregiver protective capacities, in relation to the exploration

objective and to achieving case plan outcomes with families.



Exploration Stage: Explore with Parents What Must Change and Craft Danger Statement To identify and discuss with caregivers what must change with respect to diminished caregiver protective capacities associated with danger threats and to determine what caregivers are willing to work on in treatment.

Overview of Exploration □ Case Status. □ Review and clarify

purpose. □ Caregiver perception. □ Engagement. □ Address safety

management issues.

Existing Caregiver Protective Capacities □ Discuss areas of

effective parenting. □ Discuss areas of child

needs and how parent is meeting needs.

□ Consider difference or fluctuation in caregiver performance.

□ Consider how existing caregiver protective capacities can be used to promote change.

Diminished Caregiver Protective Capacities □ Broad discussion of

any areas of concern related to adult/parent functioning.

□ Consider relationship between specific diminished caregiver protective capacities and impending danger.

□ Create discrepancies and raise caregiver self-awareness.

□ Seek mutuality. □ Reinforce self-

determination. □ Craft Danger Statement

with Family. □ Identify Family

Strategy with Family.

Determining What Must Change □ Summarize

diminished caregiver protective capacities associated with impending danger.

□ Identify areas of agreement and disagreement.

□ Seek willingness to continue participation.


Relationship: CPC’s and Danger

5-7 Minutes

Slide Purpose:

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

regarding the relationship of danger threats and caregiver

protective capacities.

Trainer Narrative:

1. Information collection during exploration is focused on two

aspects--identifying the danger threats and the associated caregiver


2. Inquire of participants the definition of impending danger:

a. Participants should be able to identify that impending

danger is:


i. Impending Danger refers to a child being in a

continuous state of danger due to caregiver

behaviors, attitudes, motives, emotions and/or

situations posing a specific threat of severe harm to

a child.

3. Inquire of participants the definition of caregiver protective

capacities:

a. Participants should be able to identify that caregiver

protective capacities are:

i. Personal and caregiving behavioral, cognitive and

emotional characteristics that specifically and

directly can be associated with being protective to

one’s young. Protective capacities are personal

qualities or characteristics that contribute to

vigilant child protection.

4. Both definitions of CPC’s and Impending danger identify personal

and family attributes that can be observed, identified, described.

5. In particular the definition for Impending Danger Threats indicates

that threats are family conditions that are specific and observable.

6. Both CPC’s and Impending Danger Threats are things that you can

see or learn about from credible sources.

7. Both impending Danger and CPC’s can be described to you by

others who know a family and often times, observed by you.

8. Impending Danger Threats are real; these dangerous family

conditions can be observed and understood. Here’s a rule for you.

If you cannot describe in detail a family condition that is a threat to

a child’s safety that you’ve seen or been told about, then that’s an

indication that it is not an Impending Danger Threat.

9. When considering the danger threats and CPC’s and the necessary

information to understand how danger is manifested and which

CPC’s are associated we should be able to:


a. Identify the behavior, motive, attitude, emotion, perception,

or family circumstance that is out of control. This is the

threat of danger and the CPC’s associated to the danger.

b. Describe the Impending Danger Threat in detail.

i. Indicate how the behavior, motive, attitude,

emotion, perception, or family circumstance is

dangerous to a child.

1. This could be the feelings, emotions,

thoughts that the parent has in regards to

how they are or are not acting.

ii. Determine the duration of the Impending Danger

Threat.

1. CPC’s that may be associated in duration

could be the history of protecting.

2. Plan and articulate a plan for protection.

iii. Describe how and when the Impending Danger

Threat occurs.

iv. Determine the frequency of the Impending Danger

Threat.

v. Describe the circumstances that prevail when the

Impending Danger Threat is active.

vi. Describe anything that stimulates or influences the

Impending Danger Threat.

1. In considering what stimulates or influences

the danger, what specific CPC’s are not

operating?

10. Inform participants that we will be practicing identifying danger

threats and the relationship with caregiver protective capacities.



Practice: Identifying CPC’s and Danger Threats

Slide Purpose:

1. To provide participants an opportunity to practice identifying

CPC’s in relation to the danger threat through case application.

Exercise Materials/References:

1. Croft Ongoing Family Functioning Assessment-Loose

Handout.

2. Instructions and Worksheet-Located in PG, page 28.

3. Caregiver Protective Capacity Reference Guide--Participants

should have their own guide that they brought to training.

4. Danger Threat Reference Guide--Participants should have their

own guide that they brought to training.


Exercise Instructions: 1. Working within your small groups, each participant is to review

the Croft Ongoing Family Functioning Assessment.

2. When reviewing the Ongoing Family Functioning Assessment,

each participant should be considering:

a. Identify the impending danger threats based upon the

ongoing family functioning assessment information;

b. Information that supports the identified impending danger

threats;

c. Information that supports the identified caregiver protective

capacities;

d. Relationship between the CPC’s and the danger threats and

relationship between CPC’s.

3. Following each participant review of the Croft OFFA, the group

will complete the worksheet for the large group report out.

a. The group will need to identify a reporter for the large

group report out.

4. The group will have 30 minutes to complete the exercise.


Instructions for Identifying CPC’s and Danger Threats

The Croft Family Purpose: The purpose of this exercise is to provide a practice opportunity that allows participants to

practice identifying caregiver protective capacities in relation to danger threats in crafting

outcomes for change.

Materials Needed:

• Caregiver Protective Capacity Reference Guide • Danger Threat Reference Guide • Croft Family Ongoing Family Functioning Assessment: Loose Handout

Instructions:

1. Working within your small groups, each participant is to review the Croft Ongoing

Family Functioning Assessment.

2. When reviewing the Ongoing Family Functioning Assessment, each participant should be

considering:

a. Identify the impending danger threats based upon the ongoing family functioning

assessment information;

b. Information that supports the identified impending danger threats;

c. Information that supports the identified caregiver protective capacities;

d. Relationship between the CPC’s and the danger threats and relationship between

CPC’s.

3. Following each participant review of the Croft OFFA, the group will complete the

worksheet for the large group report out.

a. The group will need to identify a reporter for the large group report out.


TRAINER VERSION Croft Ongoing Family Functioning Assessment Group Worksheet

1. Danger Threat Identified:

a. Information that Supports the Threat:

b. Related CPC’s to Danger Threat:





Report Out 10 Minutes

Slide Purpose: 1. To provide a visual for the report of the Croft CPC’s and Danger

Threat Practice.

Trainer Note: 1. Use trainer version of worksheet to facilitate the group report out.

2. For information that groups did not identify or danger threats,

engage the group in a conversation regarding the information

and/or danger threats that were not identified.

3. For CPC’s that groups did not identify, engage the group in a

conversation regarding the information and/or CPC’s that were not

identified to support CPC’s.


Trainer Narrative: 1. Conduct the report out with rotating between groups, soliciting

each group’s identified danger threats first.

2. Proceed to then go through each danger threat, seeking information

that supports the identified danger threat the groups selected.

3. Use flip chart to document the group’s danger threats and

information that supported their threat.

4. Proceed to go through the group report out for the associated

CPC’s for each threat.

a. Inquire of groups if during their identified CPC’s if they

found that some of the CPC’s were related?

i. If so, which ones and why?

5. Conclude the report out with a summary of the identified danger

threats for the Croft Family.

6. Proceed to correlate for the group the relationship of the

information and how the information in the Croft Ongoing Family

Functioning Assessment supports the danger threats and how the

information also supports the caregiver protective capacity scaling.

7. Inquire of the participants if they have any questions, comments, or

reflections regarding this activity?

8. Inform participants that we will be seeing the Croft Family again

in Day 2, so ensure that they have their worksheets available to

them for the second day.

9. Inform participants that we will be taking a break for lunch and

when we return we will be focusing on the next critical objective

of exploration, creating discrepancies and raising self-awareness.


Trainer Note:

1. The next section is approximately 45 minutes long, so consider

breaking for lunch at this time. If you are ahead of schedule,

ensure that you have enough time to complete the next section

and then break for lunch.

2. The next section contains video clips that you will need to load

during the lunch break.

3. The videos require Internet support, so ensure that you have

Internet connection.


Create Discrepancies and Raise Self-Awareness

3 Minutes

Slide Purpose:

1. To provide the visual for the exploration objectives of creating

discrepancy and raising self-awareness.

Trainer Narrative:

1. Begin with soliciting from participants how many of them have

been presented with information that required a change in how you

were acting, responding, etc. that they may not have been

considering?

a. For example, receiving feedback from a co-worker, loved

one, or via another form-such as your doctor telling you

that you have high blood pressure.


b. Based upon what the participant volunteers, inquire of them

if they had thought about their actions, behaviors, etc.

i. If they were to rate their self-awareness what would

they say?

c. How did being “confronted” with information affect you?

How was your response?

i. What was helpful in the way the person shared their

perceptions, observations, etc. with you?

2. At one point in time or another, we are all faced with feedback

about who we are, what we are doing, and how our actions affect

others.

3. Sometimes we are aware of how we are affecting others, and other

times our awareness is void.

4. Part of engaging in change with families is our ability to identify

with our families the discrepancies in how their actions and/or

inactions are affecting their overall functioning and child safety

and what they had intended for their family.

a. For example the parent who wishes to be able to provide

for their children, not have them in foster care, etc. yet has

used their resources to purchase drugs, is addicted to drugs,

and children are not living in the home due to those actions.

The parent’s actions are not aligned with her goals/desires--

thus a discrepancy.

5. Through creating discrepancies with families, we often see a rise in

the parent’s self-awareness, which in turn can alter the stage of

change-both in a positive and sometimes negative way.

6. One strategy that can assist case managers in working with

families is the use of a decisional balance exercise/process.



Decisional Balance

5 Minutes

Slide Purpose:

1. To provide a visual for the decisional balance concept.

Trainer Narrative:

1. It is important to understand that there are benefits and costs to

making change AND benefits and costs to not making change.

2. Helping our families to consider and explore these is important.

3. Particularly useful when in pre-contemplation and contemplation

stage--a form of rolling with resistance--not trying to change the

client’s mind--but to examine other side of their perspective.


4. So, what is a decisional balance?

a. Decisional balance is a strategy to use with

parents/caregivers in exploring the benefits and costs of

either making or not making a change.

b. In order to explore these options with families, we have to

be able to assist parents in identifying what is currently

occurring in their lives—this information is drawn from the

first objective that we explored—identifying danger threats

and associated CPC’s.

c. Let’s take a look at a format to consider using for

decisional balance with families.



Exploring Potential Areas of Change with a Family

10 Minutes

Slide Purpose:

1. To provide a visual for the decisional balance worksheet.

Handouts:

1. Sample Decisional Balance-Located in PG, page 34.

2. Completed Decision Balance-Jones Family Example-Located

in PG, page. 35.

Trainer Narrative:

1. Refer participants to page 34 of their participant guide for the

sample decisional balance worksheet.

2. Review sample decisional balance worksheet with participants,

clarifying any questions participants may have regarding the

worksheet.


3. Inform participants that contained on page 35 of the participant

guide is a sample completed decisional balance worksheet done on

the Jones Family.

4. Review the sample of the Jones Family with the participants.

5. Clarify any questions participants may have regarding the

worksheet.

6. Inform participants that we will be watching a video-

approximately 13 minutes long--where we will be observing a

worker interviewing Paul--who has been using marijuana in excess

that has resulted in marital problems, problems with his job, and

his ability to parent his children safely (leaving them

unsupervised).

7. Transition to next slide for video prompts.


Sample Decision Balance Sheet

Continuing On as Before Making a Change What are some of the good things: Benefits

What are some of the not so good things: Costs

What are some of the not so good things: Costs

What are some of the good things about change: Benefits


Decisional Balance Sheet: An Example with the Jones Family

The Jones family was referred to DCF due to neglect by Mrs. Jones. During the Ongoing Family Functioning Assessment information regarding Mrs. Jones’s son, James: was not attending school, his drug dealing, Mrs. Jones’ apparent lack of concern for her son’s safety and well-being, and Jaleesa’s (Mrs. Jones’s daughter) fear, expressed to the school counselor that something bad may happen to her brother. As the Case Manager began working with the Jones’, neither James nor Mrs. Jones seemed concerned about James; in fact, Mrs. Jones said she was glad he was supporting the household. The CM did this exercise with the family to see if there were elements of the current situation that they might be motivated to change.

MAKING A CHANGE CONTINUING AS BEFORE

Benefits (the good things)

Costs (the not so good things)

Costs (the not so good things)

Benefits (the good things)

James would be safer James would likely avoid jail/prison If James returned to school, he could earn his H.S. diploma and get a decent job Jaleesa would feel safer, less anxious, and have fewer nightmares The school would stop calling Mrs. Jones about James and Jaleesa Mrs. Jones would be proud of James and feel he was a good role model for Jaleesa

James is behind by at least 1 grade level; he would have a lot of work to make up and would be much older than his classmates Mrs. Jones would have to return to work The family would not have as many material resources Loss of “status” in the neighborhood

Jaleesa is very anxious about James’s activities and his friends. She has nightmares that she or James will be hurt There is a threat that James could be arrested. Family has no back-up income There is a threat that James could be injured or killed (two of his friends were shot in the past year; one died, one was paralyzed) James has stopped going to school and has no career back-up plan

James supports the household James purchased a flat screen TV; he pays the cable and phone bills Allows Mrs. Jones to be stay-at-home mom James is proud he can support his family, now that their father is not in the home (imprisoned last year) James has “status” in the neighborhood

After doing the decisional balance exercise, Mrs. Jones felt the benefit of James of not selling drugs and returning to school did not outweigh the costs of the change. However, she realized that wanting her children to be safe was motivating for her. She also began to recognize there were risks to James continuing down this path, despite the material benefits. The greatest benefit of this exercise, however, was that Mrs. Jones said she did not feel judged by the CM on what she considered to be costs and benefits for her family. As a result, she connected with the CM and they were able to collaborate on important outcomes for her family.


Observation: Developing Discrepancy

20 Minutes

Slide Purpose:

1. To provide a visual for considerations when observing the video.

Video Link:

1. https://www.youtube.com/watch?v=FZR-X_Fb8Uw

2. Video requires internet connection, ensure connection is active and

would recommend loading the video during a break.

Trainer Narrative:

1. This video is our opportunity to observe an interview between a

worker and a parent who has been struggling with marijuana.

2. Inform participants that, as they watch the video, they are to be

considering the following:


a. In what areas did the CM use discrepancy in her interview

with Paul?

b. In what ways was the CM using the decisional balance

concept to guide the conversation?

3. Proceed to show the video.


Observation Report Out

5 Minutes

Slide Purpose:

1. To provide a visual for the observation of the video report out by

participants.

Trainer Narrative:

1. Begin the video debrief with the first question:

a. In what areas did the CM use discrepancy in her interview

with Paul?

i. Seek responses such as:

1. Paul saying he wants to change, but then

discussing how it would affect his friends.


2. Proceed to the second question:

a. In what ways was the CM using the decisional balance

concept to guide the conversation?


3. Inquire of participants how they envision having conversations

with their parents would look the same or different than the video

we just observed?

a. In what ways do they see the benefit of engaging with

parents/families via this form of interviewing a benefit?

4. Remind participants that the focus of exploration is to engage

families in identifying what needs to change, which requires that

we know what the concerns/threats are, what CPC’s are needed to

change, and most importantly that we are engaging the

parents/families in the change process.

5. Inform participants that we will focus on the last of the objectives,

mutuality and self-determination.



Mutuality and Self-Determination

5 Minutes

Slide Purpose:

1. To provide a visual for the definition of mutuality and self-

determination.

Trainer Note:

1. It is important to consider the current structure and tenure of the Florida

Judicial System, where at times case planning can appear to not be

mutual based upon the nature of the development of the initial case plan

and the process to amend case plans.

2. The seeking of mutuality is a critical component of engagement with the

family, which will assist during the legal process.

Trainer Narrative:


1. Inquire of participants what mutuality means to them in working

with families?

a. In what ways have they demonstrated mutuality?

2. Mutuality and Self-Determination are interrelated in working with

families.

3. In considering mutuality, this is demonstrated by the simple

concept of agreeing to disagree at times and recognizing that

despite what we may often want to see in families, change, that

families have the right to their own self-determination.

4. Change is most influenced and successful when change comes

from the person who has to experience the change.

5. In establishing mutuality, we have to consider that often times the

biggest changes start with the identification of what families are

ready and willing to address, the ways they are willing to address

the change, and what impact their change has in regards to child

safety.

6. Reflecting back on the previous two objectives we explored--

CPC’s/danger threats and creating discrepancy/raising self-

awareness, we see that arriving at mutuality and confirming self-

determination are more easily achieved when working with

families.

7. Imagine that today you were faced with a drastic life change and I

was your CM. If I approached you with doing this change or else,

how likely would you be to engage in changing—even when the

change would be a positive change to your life?

a. What “by-in” would you have to the change?

b. What would be your reason for the change?

8. Most likely you would feel resentment, maybe even avoid the

change through negative actions, or you may just “pretend” to

change just to get by.


9. This is often what we see when families are “not engaged” or non-

compliant with their case plans—lack of mutuality and self-

determination--which oftentimes comes back to the basic skill of

engaging with families.

10. Review the definition of mutuality with participants.

a. Emphasizing the aspect of “radical respect.” Meaning that

despite the current circumstances of the family, we have to

remain respectful of our family’s lives and who they are as

people, thus solidifying their right to self-determination.


Mutuality: Outcomes

3 Minutes

Slide Purpose:

1. To provide a visual of the consideration of mutuality in identifying

outcomes.

Trainer Narrative:

1. Review the pyramid diagram with participants.

2. As we mentioned, change is most influenced by the mutuality of

the outcomes desired by the family.

3. In considering the creation/selection of outcomes with families,

identifying the focus of the outcomes that can be mutually agreed

upon by the family and the agency often will lead to change efforts

of families that are most impactful.


4. We follow mutuality with outcomes that are the most critical,

meaning they have to address often times before other outcomes

can be considered.

a. For example, if a parent is a heroin addict, he or she may

need detoxification as part of their outcomes before they

can begin to conceptualize “therapy” to address past

childhood sexual abuse trauma.

b. We may need to stagger our approach and timeframes

when crafting our outcomes with families, based upon the

greatest needs.

5. Transition to next slide, informing participants that we will be

observing Paul and his CM again, this time as they explore self-

determination.


Observation: Self-Determination

11 Minutes

Slide Purpose:

1. To provide a visual for considerations when observing the video.

Video Link:

1. https://www.youtube.com/watch?v=67tDoIuGdno

Trainer Narrative:

1. Review with participants that this is a continuation of the video we

saw earlier of Paul, who has been struggling with marijuana.

2. Inform participants that as they watch the video, they are to be

considering the following:

a. In what ways did the CM seek/validate Paul’s self-

determination?


b. What skills did you observe the CM using during the

interview?

3. Proceed to show the video-link to the video is contained in the

PPT.


Observation Report Out 5 Minutes

Slide Purpose:

1. To provide a visual for the observation of the video report out by

participants.

Trainer Narrative:

1. Begin the video debrief with the first question:

a. In what ways did the CM seek/validate Paul’s self-

determination?


2. Proceed to the second question:


a. What skills did you observe the CM using during the

interview?


3. Inquire of participants how they envision having conversations

with their parents would look the same or different than the video

we just observed?

a. In what ways do they see the benefit of engaging with

parents/families via this form of interviewing a benefit?

4. Remind participants that the focus of exploration is to engage

families in identifying what needs to change, which requires that

we know what the concerns/threats are, what CPC’s are needed to

change, and most importantly that we are engaging the

parents/families in the change process.

5. Inform participants that during this session we have focused on the

significance of exploration, the utilization of our skills to engage

families in change to inform change focused case plan outcomes.

In the next session, Session 4, we will be discussing SMART

outcomes, what they are and are not, as well as working with our

case example, the Crofts.



SMART Outcomes: What is and is Not SMART?

Session 4: 2 Hours


Exploration as a Means to Case Plan Outcomes

3 Minutes

Slide Purpose:

1. To provide a visual for the transition to focusing on case plan

outcomes and the development of SMART Outcomes.

Trainer Narrative:

1. We have spent the day reviewing the core concepts associated with

developing case plan outcomes.

2. We have reviewed the intervention stages, the objectives

associated to each stage; focusing our review on the core

objectives associated with exploration and their relationship to

crafting case plan outcomes.

3. We will now be focusing on the use of the information obtained

during exploration and our analysis of the information to inform


the development of the case plan, in particular the case plan

outcomes.

4. Review the quote with participants as a way to transition

participants to the case plan outcome development, in particular

the development of SMART outcomes.

5. Let’s take a look at the Case Plan components first.



Case Plan Components

5 Minutes

Slide Purpose:

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

components.

Exercise/Activity:

1. Review the slide with participants.

2. Emphasize that the Case Plan should be a “living,” dynamic,

practical document.

Trainer Narrative:

1. The Case Plan serves as a record of what will occur in order to

effect what must change.


2. The Case Plan documents what has been agreed upon and

prioritizes the delivery of services.

3. As a formal agreement, the Case Plan should communicate

expectations and commitments regarding the approach to change

intervention.

4. The Case Plan lays out who is responsible for what …precise

expectations in order to achieve outcomes. At a practice level, the

plan serves to meet the requirements of accountability for the

agency, providers, and families.

5. A well thought-out Case Plan should provide caregivers, providers,

and the agency, the court with a precise roadmap for change.

6. The Case Plan is intended to provide direction for the achievement

of outcomes: enhancing caregiver protective capacities.

7. The Case Plan corresponds specifically with expected results.

a. The results are identified through the exploration stage with

families--the identification of what must change and what it

will look like when change has been achieved.

8. The Case Plan services and activities, providers, timeframes, etc.

are directed at enhancing diminished caregiver protective

capacities that are associated with safety influences.

9. The Case Plan serves as a baseline for evaluating the suitability or

effectiveness of change interventions within the context of

measuring progress toward enhancing caregiver protective

capacities. The Case Plan is used as a primary basis for case

evaluation.

10. The Case Plan helps to frame conversations with families

throughout the life of the case—discussion related to the progress

toward change, effectiveness for change strategies, and caregiver

involvement and caregiver willingness and commitment to

participate in the case plan and change.


11. In addition the case plan is the focus of the intervention by the

Case Manager for every contact with families:

a. Observation of CPC’s and

b. Discussion regarding progress or lack of progress.

12. What we are specifically focusing our attention on during case

management is the achievement of outcomes.

13. What is an outcome, how do we develop outcomes that are

specific, targeted based upon our assessment with families?

14. Transition to next slide, definition of outcomes.


Outcome: Definition

5 Minutes

Slide Purpose:

1. This slide is intended to provide a visual for the definition of an

outcome.

Exercise/Activity:

1. Review the definition with participants.

Trainer Narrative:

1. When we consider the definition of outcome; in particular the first

part:

a. The changes in the lives of individuals/families as a result

of intervention; we can correlate the intervention to what

we provide to families, as well as what our community


partners, family support, etc. provide to families as a form

of intervention.

b. Inquire of participants what are some examples of

interventions?


1. Therapy;

2. Substance Abuse Treatment;

3. Grief Counseling;

4. Education;

5. Housing and Employment Assistance;

6. Support Groups.

2. We work with families to identify the most appropriate

interventions based upon the crafted outcomes.

3. Consider our conversations earlier regarding the relationship

between danger and CPC’s; for parents who are abusing

substances to the point that it has disrupted not only their child’s

safety, but also their own adult functioning, we may look to

substance abuse treatment/education as an intervention to achieve

the outcome of controlling impulses and deferring ones needs in

favor of their child.

4. The crafting of the outcome will directly influence the intervention

that is identified.

5. When we consider the second part of the definition, positively

written quality of life changes in client conditions status,

behaviors, functioning, attitudes, feelings, and perceptions; we

have to consider how our language affects the meaning and focus

of the outcomes.

6. For example consider these two outcome statements:

a. Transition to next slide. Slide is not contained in the PG.


10 Minutes

Exercise/Activity:

1. Consider if you were Ms. Winter or for the gentleman in the group,

Mr. Winter.

2. You were presented with these outcomes:

a. How would you feel reading the first outcome?

i. Seek feedback from the group:

1. Look for insight in regards to the outcome

being more task driven and compliance

formulated.

2. Confirm with participants perceptions of

compliance and task driven.

ii. So now let’s look at the second outcome:


b. How would you feel reading the second outcome?

i. Seek feedback from the group:

1. Look for insight in regards to the use of

CPC’s.

2. Does not seem to be compliance driven in

the sense of UA’s, pill counts, etc.

3. Appears to be written in the parent’s

language, with CM input.

3. Which outcome would you prefer to address as a parent?

4. While at times we may feel that the language may not matter, here

in our own training, we recognize that there is a distinct difference

in the language of these two outcomes.

5. Consider the end product of these two outcomes:

a. Ask Participants: The first outcome--could the parent

achieve the outcome?

i. Seek Feedback from participants:

1. Yes, they could.

b. Follow-up question for participants: Would it mean that

there was change?

i. Seek feedback from the participants.

1. Not necessarily, the parent could do

everything and still not be controlling their

impulses or providing for their children.

c. What about the second outcome: Could the parent achieve

the outcome?

i. Seek feedback from the participants:

1. Yes, they could.

d. Follow-up question for participants: Would it mean that

there was change?

i. Seek feedback from participants.


ii. Yes it could, as we can measure the impulse control

and also the needs of the children being met, as well

as the access of resources and supports.

6. What we are discussing is the concept of the outcomes being

SMART.

7. Inquire of participants their recall of SMART.

a. Seek responses for SMART:

i. Specific, Measurable, Attainable, Reasonable, and

Timely.

8. Transition to the next slide.


SMART Criteria for Outcomes

3 Minutes

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. As we discussed earlier, 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. Emphasize that if an outcome identifies the wrong thing to be

done, then when we begin to measure progress based on something

that is wrong… we are measuring unneeded change.

6. Inform participants that we will review the SMART criteria briefly

before we proceed to practice identifying what is and is not

SMART.



Specific

3 Minutes

Slide Purpose:

1. SMART Goals, to provide the visual for defining S-Specific.

Trainer Narrative:

1. Outcomes must be specific enough to accurately reflect diminished

caregiver protective capacities and describe what must change for

each individual caregiver.

a. What is the desired result? (who, what, when, why, how)

2. Outcomes should always reflect how a caregiver’s thinking,

feeling, and behaving are interrelated and influence caregiver

performance. Outcomes should always be based on what has been

identified as being diminished related to cognitive, emotional,

and/or behavioral caregiver protective capacities.


3. Outcomes that are behavioral stated require that documentation

describe in positive terms what it would look like (or how

caregivers would specifically need to behave differently) in order

for them to be protective.

4. Specificity increases the accountability factor…who’s accountable

for what, when, and the how.

5. In considering the what, when, how, and through providing the

specific focus of the change, we can also see how it can be

measured.



Measurable 3 Minutes

Slide Purpose:

1. SMART Goals, to provide the visual for defining SMART- (M)

Measurable.

Trainer Narrative:

1. The ability to effectively measure progress related to outcome

achievement is based on the extent to which the outcome statement

associated with caregiver protective capacities clearly describes

what specifically must change related to caregiver thoughts,

feelings, and behaviors.

2. When you measure your progress, you stay on track, reach your

target dates, and experience the excitement of achievement that


spurs you on to continued effort required to reach your goal.

(Think of weight watchers and weekly weigh-ins)

3. How will the family know they have completed their outcome?

4. Conceptualizing what will look differently assists both the family

and the Case Manager in knowing when the outcome has been

achieved.

5. When considering the measurement of the outcome, consider that

the scaling of the caregiver protective capacities was intended to

assist the case manager in developing outcomes that could be

measured through providing descriptors for each rating.

6. Which also means that we have to consider what is within the

family’s ability to achieve.



Attainable 3 Minutes

Slide Purpose:

1. SMART Goals, to provide the visual for defining SMART- (A)

attainable.

Trainer Narrative:

1. Attainable goals motivate people, unachievable goals demotivate.

2. In order to ensure the goal is attainable consider:

a. What skills, attitudes or abilities are needed?

b. How does the environment impact outcome achievement?

c. What are the family’s strengths and barriers to achieving

their outcomes?


3. Attainable and Reasonable are interrelated in regards to developing

outcomes.



Reasonable 3 Minutes

Slide Purpose:

1. SMART Goals, to provide the visual for defining SMART- (R)

Reasonable.

Trainer Narrative:

1. There are two considerations when determining the reasonability

of the outcomes.

a. To be reasonable, an outcome must represent an objective

toward which the family and the agency are willing and

able to work.

b. Outcomes should always reflect how a caregiver’s

thinking, feeling, and behaving are interrelated and

influence caregiver performance.


i. Outcomes should always be based on what has

been identified as being diminished related to

cognitive, emotional, and/or behavioral caregiver


2. An outcome is probably reasonable if the family truly believes that

it can be accomplished.

3. In considering the reasonability of the outcome, we also must

consider if the outcome is reasonable in relation to the time we

have to achieve change.



Time Limited

3 Minutes

Slide Purpose:

1. SMART Goals, to provide the visual for defining SMART- (T)

Timely

Trainer Narrative:

1. An outcome should be grounded within a time frame.

2. With no time frame tied to it, there’s no sense of urgency and less

likelihood of success. (think back to weight watchers--if you didn’t

have a time frame to lose weight, how likely is it that it would

happen if you just said “someday I’d like to lose 10 pounds”?)


3. What is a reasonable time frame for completing change?

a. For some families this time frame will be short in nature and

in other’s we know that change is a process that oftentimes

takes longer.

b. However, consider what aspects of the outcomes can begin

the process of change--knowing that further outcomes may

change as progress is achieved.

i. For example, how many of you have tried to lose

weight, or save money?

1. We often layer those outcomes, such as by

September 1st I will have lost 10 pounds and

I will keep the weight off indefinitely.

2. We layered our outcomes—lose weight by

and keep it off indefinitely.

3. As opposed to focusing on the first aspect--

lose 10 pounds by September 1.

4. When I achieve that outcome, then look to

the next logical outcome--will keep 10

pounds off for 3 months.

4. When we place multiple layered outcomes with indefinite or not

attainable time frames on families, we have to consider how that

will affect their ability to achieve and sustain change.

5. Transition to next slide--Questions.


Trainer Narrative:

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

thus far.

2. Answer any questions and then proceed to introduce the next

slides.


Is it SMART? 3 Minutes

Slide Purpose:

1. To introduce the activity of identifying SMART goals.

Trainer Narrative:

1. After reviewing SMART criteria, we are going to take some time

to practice identifying and developing SMART outcomes.

2. First, let’s as a large group take a look at some examples of

SMART outcomes, to hone our skills in identifying what is and is

not SMART, then we will be breaking up into small groups and


working on analyzing outcomes for SMART criteria and, if

needed, creating SMART outcomes based upon our analysis.



What Is and Is Not SMART

7 Minutes

Slide Purpose:

1. To introduce the activity of identifying SMART goals.

Handout:

1. SMART Outcome Samples

a. Located in the participant guide, page 51.

Trainer Narrative:

1. Review slide with participants.

2. Identify that for this family the danger threat that was identified

was that a child has exceptional needs that the parent/caregiver is

not or cannot meet.

3. The associated CPC’s that were identified were adequate skill to

fulfill caregiving responsibilities to assure child safety.


4. During exploration it was determined that, in particular, the night

time routine was affecting the child’s ability to function the next

day, and often mornings would result in the parents becoming

angry and hostile towards the child--often losing their temper and

striking the child. Child is mildly-autistic and the family had not

been addressing those needs in regards to responding to his needs.

5. In developing the outcome with the family, they were able to

identify that the night time was a challenge and planned around

that time with the anticipation that there would be a change in the

morning.

6. Review how the Outcome is SMART:

a. Specific: Targets a particular action by the parent--in

particular the bedtime routine and the parent establishing

that routine.

b. Measurable: The parent has a means to self-measure their

progress, as well as the ability for the Case Manager to hold

the parent accountable to their measurement.

c. Attainable: In regards to the child and parent--yes in that

children have to sleep and the parent has the availability to

execute the action.

d. Reasonable: Point out that this was a family where an in-

home safety plan was in place, so the reasonable nature of

the outcome was met.

e. Timely: Setting the time frame of 90 is roughly half-way to

the six-month progress evaluation, so in terms of assessing

at that point in time, it affords the family time to make a

change to the outcome if the outcome is not working, rather

than waiting until 6 months for a change.

7. Solicit questions from the group regarding the outcome and the

review of the SMART criteria for the outcome.

a. Clarify any points for participants.


b. Inform participants that contained in their participant guide

is a handout: SMART Outcome Samples.

8. Inform participants that Supervisors created these outcomes in

other jurisdictions in regards to addressing concerning

behavior/safety with families.

9. These outcomes are just an example of how an agency has

conceptualized their outcomes.

10. They are used here as an illustration of how SMART goals can be

developed and to illustrate the difference in outcomes.

11. On the left hand column you see the original outcome that the

worker created and on the right hand you see the updated outcome

by the supervisors.

12. This handout is a reference for you as we proceed to practice

SMART criteria and crafting outcomes.



SMART Outcome SAMPLES Developed by Supervisors

Revision of the outcomes on the left to meet the SMART Criteria

Outcomes that Do Not Meet Criteria SMART Outcome 1

Gain increased control over emotions to be more patient with my children

Mrs. Jones will reduce her emotional outbursts and keep a daily log for the next 90 days, beginning today. When she recognizes a triggering event, she will utilize one of the following de-escalation techniques: count to 10, take a walk, go to a separate room, or take a time out. Mrs. Jones and case manager will review progress during weekly meetings.

2

To be able to stop fighting with each other

Family members will identify and agree upon a set of expectations for mealtimes within the next week. Case manager will assist Mrs. Jones and her 2 children to develop a list of mealtime rules and appropriate positive reinforcements for decreased disruptions.

3

Enhance social environment

Within 48 hours, Mrs. Jones will develop an emergency plan with her children in the event of an emergency. Children will be instructed to call 911 or to contact Ms. Sally. Case manager will review emergency plan with family during weekly visits. Mrs. Smith will identify options for safe, substitute care for her children once a week in order to provide a social outlet for herself and her children. Case manager and Mrs. Jones will meet in the next week to develop a list of appropriate caregivers, to include the children’s maternal grandmother so that children are not left unsupervised.

4

Mom will join a parent support group

Over the next 90 days, Mrs. Jones will reconnect with her sister so that she has someone to turn to for emotional and concrete support. Each week, she will contact her sister to check in and will report on her progress to “feel reconnected” during weekly visits with the case manager.


Global/ Negative Outcome SMART Outcome

5

Manage household funds better

Mrs. Jones will demonstrate the ability to manage household funds by developing and adhering to a weekly budget. Case manager and Mrs. Jones will review and adjust plan during weekly visits over the next 90 days. Mrs. Smith and Mr. Brown will increase capacity of household funds by clipping weekly supermarket coupons every Sunday for next 30 days.

6

Stop going to McDonald’s so much

Mrs. Jones and Mr. Green will increase positive social opportunities for Jamie and Jessie by planning and implementing a weekly recreational activity over the next 30 days. The Smith family will increase quality time together by preparing meals in the home at least once a week. Case manager will meet with the family weekly in the home to support outcome achievement.

7

I won’t move for the next 6 months

Mrs. Jones will increase her housing stability by developing a weekly budget that prioritizes saving to pay her rent. Mrs. Jones will identify her weekly income and expenses and put aside an appropriate amount each week for rent. Case manager and Mrs. Jones will review budget on weekly visits to ensure that targets are met. Mrs. Smith will leave wherever she is by 8:00 pm each night for the next thirty days in order to meet shelter curfew so that she maintains placement in shelter and becomes eligible for permanent housing options.


Global/ Negative Outcome SMART Outcome

8

I will listen to my parents

Johnny and Mrs. Jones will improve communication by practicing listening and speaking respectfully and positively to one another for the next 30 days. Johnny and Mrs. Jones will make a chart to note progress and will discuss their success with the case manager weekly. Mrs. Smith and Joey will develop an agreeable curfew that Joey will abide to. Joey will check in with Mrs. Jones face-to-face, and Mrs. Jones will maintain a log of Joey’s arrival time for the next 30 days.

9

Stop watching TV every night

Family will increase their positive interactions by developing a weekly game night that includes board or card games. Family will begin next week and provide feedback to one another and the case manager during weekly home visits. Beginning this Monday, the family will spend quality time together a minimum of three times a week by participating in any of the following activities: having dinner together, shopping, reading, or playing games. Mrs. Smith will keep a log of the activities and brainstorm with case manager for additional ideas during weekly meetings.

10

Stop yelling at the children

Mrs. Jones will model positive communication with her children by speaking softly and utilizing praising statements within the next 30 days.

11

I will stop leaving the house to go to the bar when I get frustrated with the kids

Mrs. Smith will reduce her stress by keeping a daily log identifying situations that are most stressful to her and the triggers for those events. Mrs. Smith and case manager will develop coping mechanisms during their weekly meetings that can be utilized during stressful events. Mrs. Smith will begin the log immediately, and she and case manager will monitor her progress for the next 30 days.


Practice: SMART Outcomes

25 Minutes

Slide Purpose: 1. To provide participants an opportunity to review and practice

creating SMART outcomes for criteria.


1. Worksheet for SMART Goals. PG - page 55.

Exercise:

1. Inform participants regarding the process for completing the

exercise.

2. Inform participants that we will debrief the exercise once all

groups have completed their worksheets.


3. Break participants into groups of 5 (with 20 people you should

have 4 groups with 5 people each).

4. Assign each group an outcome for review and possible revision.

5. Provide the group a piece of flip chart paper to record their

outcome for large group debrief.

6. Allow groups 20 minutes to complete the exercise.


TRAINER WORKSHEET Worksheet for SMART Outcomes

Identified Danger Threat(s):

1. Parent/Caregiver is not meeting child’s basic needs for food, clothing, and/or supervision and the child is/has already been seriously harmed or will likely be seriously harmed.

Identified CPC’s: 1. Sets aside own needs for child: D 2. Adaptive as a parent: D 3. Takes Action: D 4. Controls Impulses: C 5. Emotionally Stable: C OUTCOME #1 Amanda Green plans ahead for how she will meet the children’s needs for food, clothing, and shelter. She anticipates problems and thinks of ways to solve them before they turn into major crises.

• Specific: What does the planning look like? What aspects of the planning is she not able to accomplish?

• Measurable: Have to define the specific before we can quality the measurable. So, if we knew exactly what the planning entailed we could measure. If it is simply that they have food, clothing, and shelter, that is measurable, but does not speak to the CPC’s that we are working to address.

• Attainable: Due to the unspecified nature of the goal, it could be attainable in the sense that she could get those things for her children.

• Reasonable: Not clear how today this would be reasonable if it has risen to a level of bing unmanageable and unsafe for kids, that this outcome would achieve the desired result.

• Timely: There is no specific time associated to any of the areas.

OUTCOME #2 Amanda Green has a diminished threshold for frustration and needs to gain control over her emotions and affect. She will stop having outbursts in front of the children and transferring her irritation onto them. She will attend anger management classes and comply with coping strategies so that she does not allow negative emotions to impact her interaction with the children.

• Specific: Getting more specific in terms of actions towards the children and her own actions. However reads more as a you will do, rather than a strength based outcome development—such as comply with coping strategies.

• Measurable: This could be measurable through her own report, the agency’s report, and dependent on the children their report of how mom is acting towards them.


• Attainable: Could be attainable in regards to going to classes and complying-as well as not acting out towards kids. However the word stop is pretty strong and moves all the way to a cease action, rather than a progression. This might affect the ability to achieve this outcome.

• Reasonable: Based upon the compliance and the total “stopping” it is not reasonable in regards to an outcome.

• Timely: There is no specific time associated to any of the areas.

OUTCOME #3 Amanda Green sees parenting as her most important responsibility as shown by making choices that put her children’s needs above her own and expressing enjoyment in being with her children. During weekly visits over the next month, Ms. Green and her case manager will discuss information about the stages of child development with specific focus on how each stage relates to the current needs of each of her children. Her case manager will counsel Ms. Green on how to use the information to grow as an effective, attentive, and positive parent.

• Specific: Addressess the CPC’s we are focusing on and to address the CPC’s. • Measurable: It is measurable in regards to the interaction with the case manager, but not

mentioned about what it looks like in practice with children. • Attainable: It is attainable. But would be looking at what is the next outcome in regards to

her using her knowledge and skills. • Reasonable: Reasonable as it does not rely on others to provide a service, is not unrealistic in

regards to achieving. • Timely: Timely in that it is set for the next month, with anticipated plan of progression.

OUTCOME #4 Amanda Green will stop giving the children fast food so much. They are addicted to it.

• Specific: What is the problem with fast food? What CPC are we addressing? • Measurable: It’s measurable by kids and mom’s account-as well as money wise. • Attainable: Could be—depending on the actions of the mom • Reasonable: There is no justification for this outcome, it is not related to a CPC so what would

be the incentive to achieve this outcome. • Timely: There is no specific time associated.

Some of the information in this worksheet adapted from ACTION for Child Protection’s

“Protective Capacity Family Assessment and Case Plan Process” Curriculum.


Developing SMART Outcomes Worksheet INSTRUCTIONS For your assigned outcome, please complete the following worksheet to determine if your outcome is SMART. Be prepared to share the outcome statement and your answers with the larger group. Assigned Outcome:

Evaluate with the 5 Criteria What needs to change to meet the criteria?

Specific • What is the desired result?

(who, what, when, why, how)

Measurable • How will you know the

degree to which the outcome is achieved?

• Can you quantify (numerically or descriptively) completion?

• How will you measure progress?

Attainable • What skills are needed? • What resources are

necessary to support outcome achievement?

• How does the environment impact outcome achievement?

• Does the outcome require the right amount of effort given the caregiver’s/child’s readiness to make this change in behavior or condition?

• Bottom line, is it likely the participant will achieve the outcome in the time allotted?


Reasonable • Is the outcome in alignment

with the selected outcome? • If this outcome is achieved,

will the overall purpose of your work be at least partially achieved?

• Given the resources available, is it likely this outcome can be achieved in the short term?

• Would the outcome be more realistic if other outcomes were achieved first?

Timely • What is the deadline? • Is the deadline realistic? • Is it likely the outcome can

be achieved by or before 90 days?

Revised/Final Outcome:


Report Out 5 Minutes

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

Trainer Note:

1. Trainer Worksheet: to facilitate the debrief. 2. The trainer worksheet provides discussion points for the SMART

critieria for each outcome.

Exercise Debrief: 1. Proceed to review the analysis of the outcome, then proceed to have

the group share their amended outcome with the group.

2. Facilitate the group to provide feedback to the group regarding their

outcome.

3. Conclude the exercise with informing participants that we will be

further practicing the development of SMART outcomes in the next


exercise where we will consider developing our own SMART

outcomes.

4. Transition to the next slide.


Developing SMART Outcomes

35 Minutes

Slide Purpose: 1. To provide participants an opportunity to create and provide

feedback regarding SMART outcomes.

Exercise/Activity Materials/References:

1. Blank SMART outcome development worksheet, page 56 of the participant guide.

Trainer Narrative: 1. Inform participants that this exercise allows them to apply the

concept of SMART outcome development to an area of change that

is unique to them.

2. Review instructions for the exercise with the large group.

3. Inform participants that they will be working in pairs.


4. Each person will take 5-10 minutes to individually develop an

outcome around an issue that you have been considering changing

and that you are comfortable discussing with others.

5. Utilizing the developing SMART outcomes worksheet, each person

will develop their own and will share the outcome with their partner.

6. You each will review the outcome, using the SMART outcome

worksheet, to determine if the outcome is SMART—providing

feedback and for outcomes that are not SMART, working together to

change the outcome to meet the SMART criteria.

7. Switch roles until everyone has shared their outcome and everyone

has been able to provide feedback.

8. Inform participants of the time for the exercise, give 5-10 minutes

for goal development, and about 5 minutes for each pair to consult

and provide feedback--30 minutes total for the exercise.

9. Transition to next slide before time for exercise has concluded for

report out.


Developing SMART Outcomes Worksheet Draft Outcome:

Evaluate with the 5 Criteria What needs to change to meet the criteria?

Specific • What is the desired result?

(who, what, when, why, how)

Measurable • How will you know the

degree to which the outcome is achieved?

• Can you quantify (numerically or descriptively) completion?

• How will you measure progress?

Attainable • What skills are needed? • What resources are

necessary to support outcome achievement?

• How does the environment impact outcome achievement?

• Does the outcome require the right amount of effort given the caregiver’s/child’s readiness to make this change in behavior or condition?

• Bottom line, is it likely the participant will achieve the outcome in the time allotted?

Reasonable • Is the outcome in alignment

with the selected outcome? • If this outcome is achieved,

will the overall purpose of your work be at least partially achieved?


• Given the resources available, is it likely this outcome can be achieved in the short term?

• Would the outcome be more realistic if other outcomes were achieved first?

Timely • What is the deadline? • Is the deadline realistic? • Is it likely the outcome can

be achieved by or before 90 days?

Revised/Final Outcome:


Report Out 10 minutes


Exercise/Activity Debrief:

1. Proceed to solicit volunteers to share their experience in

developing their own SMART outcomes.

a. How did your partner’s feedback help your SMART

outcome development?

b. What were some of the areas that you found easy in

developing the SMART outcomes?

c. What were some of the criteria that you found hard in

developing the SMART outcomes?


2. Thank participants for their participation in the exercise and for

working in pairs in the outcome development.

3. Inform participants that tomorrow we will be using the same

strategies and techniques when we re-visit the Croft Family and

also when we begin to work with the cases they brought with them

to training.



Day 1: Take Away from the Day

10-15 Minutes

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. The majority of the day will be

spent in small group work, working through the Croft

Case Example and their own case work.

b. Remind participants that they will need to have three

copies of their ongoing family functioning assessment

and case plan for tomorrow.

c. Conclude the day with dismissing participants.


Day 2: Welcome Back

10-15 Minutes for Welcome Back and Overview of Agenda 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. Inform participants that the majority of today will be conducted in

small groups, working through two case applications of crafting

case plan outcomes.

3. We will begin with revisiting the Croft Family and then this

afternoon will be spent working with your own cases in pairs.

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



Review: Exploration Objectives

3 Minutes

Slide Purpose:

1. This slide is to provide a review of the exploration objectives.

Trainer Narrative:

1. Remind participants that yesterday we reviewed and applied the

objectives for exploration.

2. Review three main objectives for exploration with participants

from the slide.

a. Consider the relationship between danger threats and CPC’s;

b. Create discrepancies and raise self-awareness;

c. Seek mutuality and reinforce self-determination.


3. In discussing exploration, we emphasized the significance of

exploration in achieving the development of appropriate case plan

outcomes with families.

4. Remind participants of the reference handout located in their

participant guide: Exploration Stage: Objectives as they will need

to be referencing the handout for their activities today.

5. Remind participants of the Croft Family exercise that was

completed yesterday, as they will also need their worksheet from

the exercise for today’s first exercise.



Practice: Exploration Activities

Slide Purpose:

1. To provide participants an opportunity to practice identifying CPC’s

in relation to the danger threat through case application.



Handout.

2. Instructions and Worksheet in participant guide, page. 66.




own guides that they brought to training.


Exercise Instructions: 1. Remind participants that yesterday in their small groups they:

a. Identified the impending danger threats based upon the


b. Identified information that supports the identified

impending danger threats;

c. Identified information that supports the identified caregiver

protective capacities;

d. Considered the relationship between the CPC’s and the

danger threats and relationship between CPC’s.

2. Yesterday we also discussed the various aspects of engaging

families in case plan development through seeking mutuality,

creating discrepancies, raising self-awareness, and ensuring the

right to self-determination.

3. Today they will be building upon their assessment conducted

yesterday. This exercise will consist of two parts.

4. The first will be to identify which CPC’s the Croft family would be

most willing to engage in case plan development and identify the

strategies that they would use to engage the Croft family in case

plan development.

5. Refer participants to the worksheet located in their PG for the first

part of the exercise.

6. Review the instructions with participants:

a. Working in pairs, identify which CPC’s the Croft family

would most likely be willing to address.

b. Second, identify the strategy that you would employ to

engage the Croft family in developing case plan outcomes

based upon your identified CPC’s.

c. The pair will complete the worksheet for the large group

report out.


d. You will need to identify a reporter for the large group

report out.

e. The group will have 30 minutes to complete the exercise.

7. Inquire if there are any questions regarding the exercise.


Instructions for Selecting CPC’s and Engaging Family in Change

The Croft Family Purpose: The purpose of this exercise is to provide a practice opportunity that allows participants to practice identifying caregiver protective capacities for developing case plan outcomes for change. In addition, this exercise provides opportunity to identify strategies for engaging families in change talk. Materials Needed:

• Caregiver Protective Capacity Reference Guide • Danger Threat Reference Guide • Croft Family Ongoing Family Functioning Assessment: Loose Handout • Croft Family Worksheet: CPC’s and Danger Threats from Day 1

Instructions:

1. Working in pairs, identify which CPC’s the Croft family would most likely be willing to address.

2. Second, identify the strategy that you would employ to engage the Croft family in developing case plan outcomes based upon your identified CPC’s.

3. The pair will complete the worksheet for the large group report out. a. You will need to identify a reporter for the large group report out.


Croft Selecting CPC’s Worksheet

1. Identified CPC’s to develop case plan outcomes and justification of selected CPC:

2. Strategy to engage Croft Family in crafting case plan outcomes:





1. Proceed to solicit volunteers to share their worksheet answers.

2. Begin with the identified CPC’s and the justification of the

selected CPC’s.

a. Inquire of participants their justification of the CPC’s.

3. After each pair has shared their CPC’s, transition to inquire about

the strategies that the Case Manager would use to engage the

family in case plan development.

a. Seek responses such as:


i. Conducting a decisional balance with the mother, in

regards to how things could be different and the

aspects of remaining in jail or being able to be with

her children:

ii. Inquiring about what the mother would like to have

different in her life.

4. Confirm with participants that, as we work with families, we have

to consider how the family will receive information from us as

case managers.

5. Considering the various skills we may need to deploy in engaging

families is critical to our work with families.

6. This exercise was to assist us in conceptualizing how we have or

have not been engaging families in case plan development.

7. As we move to the second part of the exercise, it will be important

to reference back to the CPC’s we selected and the rationale for the

selection of the CPC’s.



Practice: Exploration Activities

60 Minutes for Exercise and Report Out Slide Purpose:

1. To provide participants an opportunity to practice identifying

CPC’s in relation to the danger threat through case application.



Handout.

a. Worksheet in participant guide, page. 69.

Groups will need additional loose handouts of case plan

outcome worksheets.






Exercise/Activity Instructions: 1. The second part of the exercise will have us creating case plan

outcomes for the Croft Family.

2. Refer participants to the worksheet located in their PG for the

development of case plan outcomes.

3. The worksheet is a condensed version of the case plan that is

generated in FSFN.

4. We will be focusing on the development of the outcome and then

also identifying the action and tasks that will be used to achieve the

outcome.

5. Inform participants that they should be considering the resources

and options that they have within their areas when creating the

actions/tasks that will be used to achieve the outcome.

6. Review the instructions with participants:

a. Working in pairs, they will create two (2) outcomes for

each of the parents in the Croft Family.

b. The pair will complete the worksheet for the large group

report out.

c. You will need to identify a reporter for the large group

report out.

d. The group will have 45 minutes to complete the exercise.

7. Remind participants that we are seeking to create SMART

outcomes for the Croft Family.



OUTCOME: Outcome applies to the following participants: Who Actions/Tasks Estimated

Completion Date

Service Type Provider Frequency of Service




Handout:

1. Croft Completed Case Plan-Loose Handout

Exercise/Activity Debrief: 1. Proceed to solicit volunteers to share their SMART outcomes they

created for the Croft Family.

2. Engage participants in considering if the outcomes are SMART

that their peers created.

a. Inquire of the large group if the outcome presented was

SMART--why or why not?


3. After each pair has shared their CPC’s, inquire of participants how

they felt about the exercise:

a. Did they find the exercise challenging?

i. If so why or why not?

4. Provide participants with the completed Croft Case Plan-

Loose Handout for reference and resource post training.

5. Inform participants that this case plan was developed in

collaboration with OCW, CLS, and Action and is used to

demonstrate a completed case plan.

6. Inform participants that the rest of the day will be spent applying

the concepts of the last day to our own practice.

7. Recognize that there may be the need to update/change work that

we have already completed, such as case plan outcomes, and that is

ok as this is our opportunity to gauge our own fidelity to practice

and to increase our competencies regarding case plan development.



Part 1 and 2: Application 3 Hours for Instructions, Exercise, and Report Out

Slide Purpose: 1. To provide participants an opportunity to practice identifying

CPC’s in relation to the danger threats and identifying strategies to

use with working with their families.


1. Ongoing Family Functioning Assessment and Case Plan:

Participant brought to training with them.

2. Instructions and Worksheet, in participant guide, page. 71.





Exercise Instructions: 1. Remind participants that we completed these activities yesterday

and today on the Croft Family.

2. Today we are applying them to our own practice.


3. Refer participants to the worksheet located in their PG for the first

part of the exercise.

4. Working in your pairs, you will complete each part of the exercise

for both cases. This will require that you each review each other’s

Ongoing FFA’s and Case Plans as part of the exercise.

5. Review Instructions for Part 1 of the exercise with participants:

a. Identify the impending danger threats based upon the


b. Identify information that supports the identified impending

danger threats;

c. Identify information that supports the identified caregiver

protective capacities;

d. Consider the relationship between the CPC’s and the

danger threats and relationship between CPC’s.

e. Next you will identify which CPC’s the family would be

most willing to engage in case plan development and

identify the strategies that they would use to engage the

family in case plan development.

6. Inquire if there are any questions regarding Part 1 of the exercise.

7. Transition to next slide, for Part 2.

8. Review Part 2 Instructions with participants.

a. Following the review of the case information, the

identification of the danger threats in relation to CPC’s.

b. Review the Case Plan Outcomes that were developed and

update/revise the outcomes based upon your review of the

outcomes applying the SMART criteria.

i. If you have not completed a case plan to date, then

proceed to create a minimum of two (2) outcomes

based upon the information and your knowledge

regarding the family.


ii. You will need to be prepared to present your

outcomes when the large group reconvenes.

9. The group will have 2.5 hours to complete both Part 1 and Part 2

of the exercise for both cases.

10. Inform participants that the trainer will be available to each group

to assist in the exercise.



Instructions for Identifying CPC’s and Danger Threats

Purpose: The purpose of this exercise is to provide a practice opportunity that allows participants to practice identifying caregiver protective capacities in relation to danger threats in crafting outcomes for change. Materials Needed:

• Caregiver Protective Capacity Reference Guide • Danger Threat Reference Guide • Ongoing Family Functioning Assessment: Assigned Family • Case Plan Worksheet (Loose Handout)

Instructions:

1. Working within your pairs, you will review both of the Ongoing Family Functioning Assessments brought to training.

2. Begin with reviewing one and when the pair has concluded Part 1 and Part 2 of the exercise, proceed to complete the second case.

3. Following each case review and case plan outcome creation/revision, the pairs will complete the worksheets for the large group report out.

a. The group will need to identify a reporter for the large group report out.


Ongoing Family Functioning Assessment Group Worksheet When reviewing the Ongoing Family Functioning Assessment, each participant should be considering: • Information that supports the identified impending danger threats; • Information that supports the identified caregiver protective capacities; • Relationship between the CPC’s and the danger threats and relationship between CPC’s.








OUTCOME: Outcome applies to the following participants:

Who Actions/Tasks Estimated Completion Date

Service Type Provider Frequency of Service





1. Conduct debrief through engaging the participants in reflection of

the exercise.

a. What were some insights that the participants had

regarding information collection and the identification

of danger threats?

i. Were there any examples of where people felt

that they might need more information?

ii. If so, what did they find was missing in their

information collection?


b. For families where we had completed a case plan

already, what were some insights that the participants

had regarding their outcomes?

i. Did they find their outcomes to be SMART?

ii. Did they find that they had more or less

outcomes?

2. Proceed to solicit volunteers to share their SMART outcomes they

created for the families that they may have changed.

a. What was the rationale for the change in their

outcomes?

3. Conclude debrief with seeking feedback from the participants

regarding the exercise and how they envision applying these

concepts to working with their families in the future.

4. Allow for participants to share their feedback.

5. 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

20 Minutes

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 crafting case plan outcomes.

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 VERSION: ANSWER KEY FOR POST TEST

1.What are the ongoing family functioning intervention stages? ____ A) There are no intervention stages in ongoing case management. ____ B) Exploration and Case Planning ____ C) Introduction, Exploration, Case Planning, and Progress Evaluation X D) Preparation, Introduction, Exploration, and Case Planning ____ E) Case Planning and Progress Evaluation

2. Which of the following items is not among caregiver protective capacities? ____ A) Takes action for child X B) Talks about child to co-workers ____ C) Recognizes child’s needs ____ D) Aligns with child ____ E) Is emotionally attached to the child 3. What is the primary basis for ongoing case management intervention? ____ A) Because the parents want services ____ B) Because parents’ protective capacities are diminished and help is needed X C) Children are unsafe due to impending danger and diminished protective

capacities. ____ D) A and B ____ E) B and C 4. What are the criteria for case plan outcomes? X A) Specific, Measurable, Attainable, Reasonable, Timely ____ B) Whatever the worker believes the criteria should be ____ C) A list of services that the family will do ____ D) There are no criteria for case plan outcomes ____ E) The same as the safety plan 5. Case planning is? ____ A) Telling the family what to do X B) Establishing outcomes and motivation for change ____ C) Creating to do lists with families ____ D) The same as a safety planning ____ E) None of the above


6. Caregiver protective capacities are: ____ A) Family resources ____ B) General parenting practices including discipline and knowledge of child development ____ C) Parenting protective factors ____ D) How a parent determines if their children are developing appropriately X E) Personal and parenting behaviors, cognitive, and emotional characteristics that

specifically and directly associate with protecting one’s child (ren) 7. Developing a pro and con list is an example of? X A) Decisional Balance ___ B) Checks and Balances ___ C) Plus and Minus ___ D) Balance Sheets ___ E) None of the above 8. Engaging is considered a(n): ___ A) Only when a family is going on to ongoing case management ___ B) Is based upon the family X C) Is an essential skill of Case Managers ___ D) Is optional ___ E) None of the above 9. Families are free to make their own decisions is an example of? ___ A) Not engaging with Case Manager ___ B) Not taking responsibility ___ C) Being non-compliant X D) Self-Determination ___ E) None of the above 10. Positively written quality of life changes in client conditions, status, behavior,

functioning, attitudes, feelings, perceptions. (Martin & Kettner, 2012) ___ A) Change Statement ___ B) Task X C) Outcome ___ D) Danger Statement ___ E) None of the above


Florida Safety Methodology Training Workshops Evaluation Survey

TRAINING DATE: _______________ REGION/CIRCUIT:_____________________

TRAINER’S NAME: _____________________________________

WORKSHOP TITLE: Crafting Outcomes for Achieving Change in Caregiver Protective Capacities

Please respond to each question using the following scale:

1 =Strongly Disagree

2 = Disagree

3 = Unsure/Neutral

4 = Agree

5 = Strongly Agree

Please circle the number that most appropriately answers the following questions regarding the TRAINER’S presentation:

1. The quality of the presentation was good.

1 2 3 4 5

2. Participation was encouraged.

1 2 3 4 5

3. The trainer used various tools to match various learning styles (exercises, PowerPoint, lecture, multimedia, etc.).

1 2 3 4 5

4. The trainer was knowledgeable about both the Florida Safety Methodology and child welfare systems.

1 2 3 4 5

5. Overall, I was satisfied with the trainer’s performance.

1 2 3 4 5

Additional Comments:


Please circle the number that most appropriately answers the following questions regarding the evaluation of the TRAINING CONTENT:

1. I have a clear understanding of the information presented.

1 2 3 4 5

2. The information presented was useful to my work.

1 2 3 4 5

3. The information presented was well organized.

1 2 3 4 5

4. I understand the components of this concept of the Florida Safety Methodology.

1 2 3 4 5

5. I learned specific practice skills as a result of this training workshop.

1 2 3 4 5

6. Overall, I was satisfied with the curriculum contents.

1 2 3 4 5

Additional Comments:

Case Plan Outcomes: Crafting Outcomes for Achieving Change ... · 1. To provide an overview of...

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