Calswec.berkeley.edu



[pic]

|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

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download