Miteam-vls.michigan.gov



MiTEAM SPECIALIST

Caseworker Fidelity Self-Assessment

Michigan Department of Health and Human Services

Caseworker’s Name: _________________________________________________

MiTEAM Specialist’s Name: ___________________________________________

Month/Year of Feedback: _____________________________________________

Purpose: The Caseworker Fidelity Self-Assessment Tool is used by MiTEAM Specialist (or other designee) and child welfare caseworkers to assess the caseworker’s perception of their comfort level with performing activities associated with the MiTEAM Practice Model.

Directions: The caseworker will complete a self-assessment on the Fidelity Tool Indicators under Teaming, Engagement, Assessment, and Mentoring. The caseworker will rank order their perceived performance on the target skills and make any necessary comments.

Rank order as follows:

1 = Not comfortable

2 = Somewhat comfortable

3 = Comfortable

|ENGAGEMENT COMPETENCY TARGET SKILLS |CIRCLE # |

|Treats individual(s) with respect; demonstrated by 2 or more of the following: | |

|Greets individual(s) by name. |1 2 3 |

|Demonstrates appropriate body language (including eye contact). | |

|Uses appropriate verbal tone. | |

|Discusses worker and individual(s) roles and responsibilities. | |

|Defines purpose of the interaction with individual(s). | |

|Plans sufficient time to meet with individual(s), with awareness of individual(s)’s other commitments. | |

|Treats individual(s) with empathy; demonstrated by 2 or more of the following: | |

|Asks about and communicates understanding of individual(s)’s concerns. |1 2 3 |

|Uses clear common language. | |

|Asks about and communicates understanding of individual(s)’s trauma history | |

|Asks about and communicates understanding of individual(s)’s experience, feelings and/or nonverbal communication. | |

|Uses verbal responses that are consistent with body language. | 1 2 3 |

|Acknowledges his/her authority and the disproportionate amount of power in the relationship; demonstrated by 2 or more of the following: | |

|Positions in a non-confrontational posture. |1 2 3 |

|Empowers individual(s) to share own story. | |

|Uses statements that lessen power differential. | |

|Conducts meeting in an environment chosen by individual(s). | |

|Empowers individual(s) to take ownership of their role in the case planning process | |

|Engagement comments: |

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|TEAMING COMPETENCY TARGET SKILLS |CIRCLE # |

|Helps the individual(s) identify people who are supportive, which may include, but is not limited to: | |

|Child |1 2 3 |

|Mother or female caregiver | |

|Father or male caregiver | |

|Step-parent | |

|Current caregiver | |

|Maternal relatives | |

|Paternal relatives | |

|Fictive kin (persons in the community identified as important supports to family and/or child) | |

|Service providers to the parents | |

|Child’s teacher (if relevant) | |

|Lawyer guardians ad Litem | |

|Addresses reasons for reluctance to including specific team members. | 1 2 3 |

|Facilitates teaming by doing one or more of the following: | 1 2 3 |

|Prepares formal or informal team members for their role in shared decision making | |

|Promotes formal or informal team members to talk to one another about upcoming decision that need to be made | |

|Develop clear working agreement among team members | |

|Adds formal or informal team members for specific needs | |

|Assists formal or informal team members to identify ways to support the family’s plan | |

|Accesses skilled team members (formal and information to serve family’s goal by one or more of the following: | 1 2 3 |

|Asks the family to select who are best team members to help with this goal | |

|Takes steps to assure privacy for family and respective team members | |

|Finds team members with the necessary knowledge to address the issue | |

|Evaluates team member’s ability to execute the tasks identified for them | |

|Mindful cultural and language compatibility | |

|Asks the individual(s) what the team member(s) (informal or formal) have done to provide support. | 1 2 3 |

|Teaming comments: |

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|ASSESSMENT COMPETENCY TARGET SKILLS |CIRCLE # |

|Evaluates strengths indicated by both of the following: | 1 2 3 |

|Asks individual(s) to identify strengths | |

|Communicates strengths identified by worker or team members | |

|Evaluates needs indicated by both of the following: | 1 2 3 |

|Asks individual(s) to identify strengths | |

|Communicates strengths identified by worker or team members | |

|Asks the individual(s) about events experienced by primary/key family members that are potentially traumatic. | 1 2 3 |

|Requests individual(s) input regarding the effectiveness of services. | 1 2 3 |

|Asks the individual(s) how s/he can be of assistance to the family. | 1 2 3 |

|Inquires about the individual(s)’s perspective on the child’s safety (both physical and psychological). | 1 2 3 |

|Inquires about the individual(s)’s perspective on the child’s well-being (both physical and psychological). | 1 2 3 |

|When developing or adjusting the plan, asks for team member’s input. | 1 2 3 |

|Asks individual(s) their perspective on the parent’s ability to keep the child(ren)/youth safe. | 1 2 3 |

|If child(ren)/youth is not residing with custodial parent: Asks individual(s) their perspective on the caregiver’s ability to keep the | 1 2 3 |

|child(ren)/youth safe. | |

|If child(ren)/youth is not residing with custodial parent: Inquires about the caregiver’s perspective on the impact of traumatic events | 1 2 3 |

|on the child. | |

|Requests individual(s) input regarding living arrangement options for the child(ren)/youth. | 1 2 3 |

|Inquires about individual(s) perspective regarding how the living arrangement options impact child(ren)/youth connections. | 1 2 3 |

|Assessment comments: |

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|MENTORING COMPETENCY TARGET SKILLS |CIRCLE # |

|Assists the family navigating agency systems/processes; demonstrated by 2 or more of the following: | |

|Clearly explains expectations regarding service referrals |1 2 3 |

|Clearly explains next steps | |

|Describes agency processes | |

|Explains desired outcomes of case disposition | |

|Discusses with the family the success of the child(ren)/youth beyond case closure. | 1 2 3 |

|Provides trauma education to the individual(s). | 1 2 3 |

|Provides feedback to the individual(s). | 1 2 3 |

|Asks for feedback from the individual(s). | 1 2 3 |

|Mentoring comments: |

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|Overall Notes Regarding Self-Assessment Tool: |

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