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|Time/Topic |Learning Objective |Methodology |
|DAY ONE | |Power Point Slides: 1-? |
|9:00 – 9:10 | |Handout #1 Participant’s Power Point Day 1, Handout #2|
|Brief welcome and trainer | |Agenda Day 2 |
|introduction | |Opening remarks |
| | |Teaming in context – |
| | |Core Practice Model: “I am experienced in assembling |
| | |and leading a group, designing agendas and |
| | |facilitating meetings to help identify priorities.” |
| | |Katie A – Every family has the right to a team |
| | |Difficult but fun/efficient |
| | |Skills learned can translate everywhere |
|9:10 – 9:25 |(Assist participants in joining the training psychologically; |Power Point Slides: |
|Icebreaker |wake up; energy driver; join in team thinking; model teaming) |Activity 1:Handout TG #6 Icebreaker Instructions |
| | |(Any icebreaker activity can be substituted here) |
| | |Activity: Team Building Activity |
|9:25 – 9:40 |Laying the foundation for: |Power Point Slides: |
| |K6 Participants will understand how to utilize their knowledge |“Light” review of previous training sessions – “test |
|Overview of training and Review of |of strength-based practice and engaging families in the teaming |your knowledge” approach |
|Strength-Based/ |process |[Slide from strength-based/needs; slide from |
|Needs Practice/Engagement, |V5 Participants will value continued use of strength-based |engagement training] |
|Incorporating trauma informed care |approaches to engagement and teaming |(You’ll see further integrations as we go along.) |
| | |Reminder that strengths is a way of being |
| | |A look at trauma in relationship to needs |
|9:40 – 10:00 |V1 Participants will value how the team process supports them in|Power Point Slides: |
|Teaming in Context |their work |Group brainstorm, followed by ppt slides |
|(DCFS) |V2 Participants will value how teams can help support families | |
| |K1 Participants will be able to identify the benefits of a team |Slides: |
|1-The benefits of teaming |approach to planning |1-Benefits (includes CSWs now being able to choose and|
|2-How teaming looks within the DCFS |K2 Participants will understand how a teaming process can help |help facilitate their own meetings & families |
|department and each phase |equip families to cope with stressors |facilitating for themselves) |
|A. Relate to Core Practice Model |K6 Building upon the (Official engagement Training) training, |2-Using teams within the phases of each department |
|B. Relate to QSR |participants will understand how to utilize their knowledge of |3-All the different forms of teams |
|C. Definition |strength-based practice and engaging families in the teaming |[beyond Removal, Replacement |
|D. ER-FMR-PP |process |and Reunification] formal and informal and how they |
|3-Types of teaming and how they | |correspond with, and build upon, one another: |
|relate/correspond | |TDM; Wraparound; SOC; Family Pres., etc. |
|4-Working with supervisors | | |
|(guidance and coaching) | | |
| | | |
|Time/Topic |Learning Objective |Methodology |
|10:00 – 10:15 |Laying foundation for: |Power Point Slides: |
| |K8 Participants will understand the value of each plan being |Presentation – the meaning of “teaming” in this |
|A deeper look at teaming |individualized to the family’s unique strengths, needs and |context, the five elements of healthy teams and team |
|Section 1: The essential elements of |strategies and |conditions associated with successful outcomes |
|healthy teams; |K9 Participants will understand strategies for family | |
|and team conditions associated with |participation in identifying strengths and needs, and help to | |
|successful outcomes |identify members of the team | |
| |S2A(1) – S2B(5) | |
|10:15 – 10:30 |BREAK | |
|10:30 – 10:45 | |Power Point Slides: |
|Activity | |Activity 2: Handout TG # 7: Appreciative Inquiry |
| | |Instructions |
| | |Activity: Appreciative Inquiry |
| | |Your most successful team moments and how they fit |
| | |into the five elements/conditions |
|10:45 – 11:00 |K10 Participants will understand the role of the CSW facilitator|Power Point Slides: |
|1. The role of leadership in good teaming | |Activity 3:Handout TG # 8 Your Role on a Team |
|2. The role of the CSW facilitator | |Instructions |
|A. Neutral and | |Activity: Your role on a team – Shout Out |
|B. Content Expert | |Discussion and presentation |
| | |1. Being a developmental facilitator |
| | |2. Weaving your role into both neutral and content |
| | |expert functions |
| | |(distinguishing between this type of CSW facilitation |
| | |and the formal TDM Facilitator) |
| |K3 Participants will delineate the separate skills/phases of a |Power Point Slides: |
|11:00 – 11:30 |team planning process |Activity 4:Handout # 4 Skill Checklist, Handout TG # 9|
|Building upon team successes: |Laying foundation for: |Skill Checklist Activity Instructions |
|A deeper look at teaming – |K7 Participants will identify and share the common purpose of |Presentation and discussion |
|Section 2: |the team, its goals, progress and outcomes |Skills for effective teaming; |
|A. Steps in the Teaming Process |V3 Participants will value how each family brings different |Steps in the planning process |
|B. Skill Sets for Effective Teaming |values, skills, preferences, abilities, strengths and needs to |1-General Steps |
| |the planning table |A. Preparing |
| |S2 Participants will distinguish skills necessary to participate|B. Forming/Engaging – Team |
| |in effective team planning [S2A(1) through S2F(3)] |C. Facilitating |
| | |D. Plan Development |
| | |E. Tracking Progress |
| | |F. Sustaining Change |
| | |2- Specific Skills |
| | | |
| | | |
| | |Handout Skill Checklist |
| | | |
| | | |
| | | |
|Time/Topic |Learning Objective |Methodology |
|11:30 - Noon |K4 Participants will be able to assist families in better |Power Point Slides: |
|PREPARING |identifying supports and team members |[Show Teaming Video] |
|Phase |K7 Participants will identify and share the common purpose of |Preparing Phase: |
| |the team, its goals, progress and outcomes |Ppt slide/Video track from Family Team Conferencing |
| |S2A(4) – S2A(6) | |
| | |Discussion – what did you see |
| | |(Refer to checklist) |
| | |-How did social worker prepare? |
| | |-How did social worker prepare family member? |
| | |-How did social worker define his role? |
| | |-How is your role different? |
|Noon – 1:00 |LUNCH | |
|1:00 – 1:30 |K6 Building upon the (Official engagement Title) training, |Power Point Slides: |
|FORMING/ENGAGING |participants will understand how to utilize their knowledge of |Activity 5:Handout # 4 Skill Checklist, Handout for |
|FACILITATING Phases |strength-based practice and engaging families in the team |“Summary Sheet”? |
| |process | |
|Review Interviewing Techniques/Activity |K8 Participants will understand the value of each plan being |FORMING/ENGAGING & FACILITATING |
| |individualized to the family’s unique strengths, needs and |Presentation and Activity: |
| |strategies |[Review ethno, solution focused and motivational |
| |K9 Participants will understand strategies for family |interviewing-techniques for engagement and moving the |
| |participation in identifying strengths and needs, and help to |action forward] |
| |identify members of the team | |
| |V3Participants will value how each family brings different | |
| |values, skills, preferences, abilities, strengths and needs to |Handout – Summary Sheet |
| |the planning table |Activity - How do these fit? |
| | |Compare w/Skill Checklist |
| | |How we will be using these skills throughout the |
| | |process, including getting to agreement/conflict |
| | |management? |
| | |How do mobilized strengths/skills and engagement fit? |
| | |What do you bring from other trainings and where will |
| | |you be using those skills in this process? |
| | | |
| | |If you do not know how to ask the right question, you |
| | |discover nothing. |
| | |W. Edward Demming |
|Time/Topic |Learning Objective |Methodology |
|1:30 – 2:00 | Reinforce knowledge, skills and values discussed up to this |Power Point Slides: |
|Activity |point, particularly |Activity 6:Handout # 5 Vignette # 2 Natalie, Handout #|
| |S2A(1) through S2F(3) |6 Team Analysis Worksheet |
|Review Key Points/ | |Activity – Vignette – Team Analysis |
|Skill-Building | |A. Discussion |
| | |1-What would you do first? |
| | |2-How would you do it? (What would it look like? |
| | |Model examples, if needed) |
| | |3-What skills would you be using? |
| | |4-What would your second/next steps be? |
| | |5-What skills would you need to use to accomplish the |
| | |development of a successful plan here? |
| | |B. Practice |
| | |Each table set up a role play. |
| | |Step 1: Facilitator prepare family member(s). |
| | |Step 2: Different Facilitator engage team. |
|2:00 – 2:30 |K8 Participants will understand the value of each plan being |Power Point Slides: |
|PLAN DEVELOPMENT: |individualized to the family’s unique strengths, needs and |Presentation and Group Discussion building from the |
|Picking up from Vignette, |strategies |Vignette |
|A deeper look at |K9 Participants will understand strategies for family |PLAN DEVELOPMENT: |
|strategies for individualized planning, |participation in identifying strengths and needs, and help to |Individualized Planning Strategies |
|including keys |identify members of the team |-Begin w/family objective |
|for identifying needs |K5 Participants will understand how to utilize parent advocates |-Elicit strengths/identify mobilized strengths |
| |or parent partners through DMH as part of the team, if available|-Explore hunches |
| |S2D(1) – S2D(9) |-Identify and address needs and |
| |V4 Participants will value the identity and expertise of each |keys for doing this |
| |team member’s role |-Prioritize |
| | |-Using strengths in establishing goals and strategies |
| | | |
| | | |
| | | |
|2:30 – 2:45 |BREAK | |
|2:45 – 3:15 |Continuing to build on: K9 Participants will understand |Power Point Slides: |
| |strategies for family participation in identifying strengths and|Activity 7:Handout # 7 Vignette #1 Smith Family, |
|Activity |needs, and help to identify members of the team S2 |Handout # 8 Completed Smith Family Strength-Needs |
| |Skills reinforced |Matrix, Handout # 9 Poster of Robert Smith’s Strengths|
| | |Activity – Large group role play example of strategies|
| | |just presented |
| | |(Vignette from previous classes, including “history” |
| | |of case within department) |
| | |Discussion, including documentation – Using skill |
| | |checklist, what do you see? |
|Time/Topic |Learning Objective |Methodology |
|3:15 – 3:30 |S1 Participants will understand effective problem solving and |Power Point Slides: |
|Building off role play, |time management skills to better assist families |Presentation and Discussion |
|Problem solving and time management |S2 skills |Integrating strategies to reinforce problem solving |
| | |and time management |
| | |1-How do you adjust for culture? |
| | |2-What strategies do you use now? |
|3:30 – 3:45 |Skill development, specifically |Power Point Slides: |
| |S2E(3), S2F(3) |Presentation – A word about follow |
|Reinforcing families in their own planning | |through/implementation and assisting families in |
|Day Review | |taking over their own planning processes |
|3:45 – 4:00 | |Power Point Slides: |
|Questions and Comments | | |
|End Day One | | |
DAY TWO
|Time/Topic |Learning Objective |Methodology |
|DAY TWO |Review |Power Point Slides: |
|9:00 – 9:10 |Day Two continues to build on the knowledge, skills and values |Activity 8:Handout # 10 Participant’s Power Point Day |
|Opening Remarks |integrated into Day One |2, Handout # 11 Agenda Day2 |
| | |Teaming in context review |
|9:10 – 9:25 |Review |Power Point Slides: |
|Review – Key Concepts | |Review – Key Concepts |
|-Skills | |-Skills |
|-Phases | |-Phases |
|9:25 – 9:55 |S2D(1) – S2E(3) |Power Point Slides: |
|PLAN DEVELOPMENT, |V6 Participants will value that documenting the team-based |Activity 9:Handout # 12 Blank Strength-Needs Matrix |
|TRACKING PROGRESS |approach to identifying a child’s underlying needs in court |for Vignette # 2 Natalie? |
|(MANAGING OVER TIME), |reports enables the court to join in the teaming process. |Review vignette discussion. |
|SUSTAINING CHANGE | | |
|(FAMILY FACILITATION) | |Go back to yesterday; what might the plan look like? |
|(Continued/in-depth) | |Discuss key points of role play – |
| | |Activity: Practice - Working as the vignette team, |
| | |different facilitator, draft a possible plan after |
| | |observing yesterday’s role play (Natalie vignette) |
| | |(Practice documentation) |
| | | |
| | |In what ways did you find yourself helping to support |
| | |the family in facilitating their own planning? |
|9:55 – 10:15 |S3 Participants will learn how to normalize/manage conflict in |Power Point Slides: |
|MANAGING OVER TIME |teams; |From yesterday’s role play - |
| |Skill Sets S3a – S3f |Discussion – What types of conflict might arise? What|
|Identifying and Minimizing Conflict | |types of conflict arise in general in your experience?|
|1-Use the Process | |Presentation – PROACTIVE |
|2-Understand Your Style | |First – use the process |
| | |(& consider stage of team development) |
| | |Second strategy for minimizing conflict is |
| | |understanding your style: |
| | |Styles of Conflict Management |
|10:15 – 10:30 |BREAK | |
|10:30 – 10:45 |S3 Participants will learn how to normalize/manage conflict in |Power Point Slides: |
| |teams; |Activity 10:Handout # 13 Your Conflict Style Worksheet|
| |Skill Sets S3a – S3f | |
| | |Discussion |
|10:45 – 11:00 |S3 Participants will learn how to normalize/manage conflict in |Power Point Slides: |
| |teams; |Presentation - |
|Proactive strategies to minimize conflict |Skill Sets S3a – S3f |Third strategy for minimizing conflict: |
|3-Identify type of conflict | |Recognize what type of conflict you are dealing with |
|4-Address needs | |Fourth strategy: Address needs |
|5-Getting to agreement | |Fifth strategy: Getting to agreement |
| | | |
|Time/Topic |Learning Objective |Methodology |
|11:00 – 11:15 | |Power Point Slides: |
|Reinforce/Practice | |Activity 11:Handout # 14 Name the Need Worksheet |
|addressing needs in conflict situations | |Activity |
| | |Name the conflict & Address the possible need |
|11:15 – 11:30 |S3 Participants will learn how to normalize/manage conflict in |Power Point Slides: |
|Reactive Strategies |teams; |REACTIVE |
| |Skill Sets S3a – S3f |Strategies for dealing with conflict: |
| | |1-De-escalate |
| | |2-Steps in the conflict resolution process |
|11:30 – Noon | |Power Point Slides: |
| | |Activity 12:Is this another handout or Trainer’s |
|Practice Reactive Strategies | |Instruction? What is the example you provide? |
| | | |
| | |Exercise – Example |
| | | |
| | |Discussion |
|Noon – 1:00 |LUNCH | |
|1:00 – 1:20 |Reinforcing S3 Participants will learn how to normalize/manage |Power Point Slides: |
| |conflict in teams |Activity 13:Handout # 15 Conflict Worksheet for |
|Activity | |Natalie Vignette |
| | |Activity – Vignette |
| | |Analyze the potential conflicts; what strategies will |
| | |you use to ward them off? (proactive) |
| | |(Model/role play examples) |
| | |What strategies would you use once team is in |
| | |conflict? |
| | |(Model/role play examples) |
| | |Discussion |
|1:20 – 1:35 |Integration of all concepts/objectives |Power Point Slides: |
| | |Presentation |
|Integration and Review | | |
|1:35 – 2:30 |Integration of all concepts/objectives into practice activity; |Power Point Slides: |
| |S5 During a skill practice activity, participants will |Activity 14:Handout # 13Teaming Skill Practice |
|Practice |understand and be able to articulate the complementary roles |Activity Instructions |
| |that they and other team members play in engaging families |Practice: Team role play of vignette, using all |
| |V5 Participants will value that documenting the team-based |skills, including resolving conflict |
| |approach to identifying a child’s underlying needs in court |[Incorporate documentation products] |
| |reports enable the court to join in the teaming process | |
| | |(Trainer watches over and guides each team) |
|2:30 – 2:45 |BREAK | |
|Time/Topic |Learning Objective |Methodology |
|2:45 – 3:15 |S3 Participants will learn how to normalize/manage conflict in |Power Point Slides: |
| |teams; |Process practice activity – |
| |Skill Sets S3a – S3f |What was easy? Difficult? |
| | |Group brainstorm of other options |
| | |Questions |
| | |Discussion: |
| | |Working with your supervisors |
|3:15 – 3:45 |Transfer of Learning |Power Point Slides: |
| | |Handout # 4 Skills Checklist |
| | |After working with vignettes, watching a team process,|
| | |and participating in your own team, |
| | |rank yourself on the checklist items |
| | |Activity – My team skills strengths – where I want to |
| | |develop my skills (where I would like coaching) |
|3:45 – 4:00 | |Power Point Slides: |
| | | |
|Evaluation | | |
|and Closing | | |
-----------------------
STRENGTH-BASED TEAM APPROACH:
Achieving Safety, Permanency & Well-Being for Children & Families
DAY ONE
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