Transcript Concurrent Planning: Multiple Pathways to Permanence Version 2.0, 2010 Module B Goals for the Training In this training we will:  Focus on practice skills across.

Concurrent Planning:
Multiple Pathways to Permanence
Version 2.0, 2010
Module B
1
Goals for the Training
In this training we will:
 Focus
on practice skills across life of case
 Reinforce
values related to concurrent
planning and permanency
 Explore
collaboration
2
Learning Objectives
Knowledge:

Understand roles in communication and engagement
with families

Identify tasks involved in facilitating concurrent planning

Identify strategies to address trauma, grief, and loss

Identify specific practice changes that need to be made
Skill:
 Demonstrate specific strategies to overcome challenges

Describe and demonstrate full disclosure
3
Facilitation Activities

Early collection of information about Native American
heritage, fathers, non-custodial parents and relatives

Full Disclosure

Assessment of strengths and needs

Participatory case planning with early intensive reunification
efforts

Relationship building between birth parents and foster
parents/relative caregivers

Assessment of substantial probability of reunification
4
Tips for Decreasing Trauma

Take time to explain situation; Provide opportunities
for children to reflect and ask questions

Arrange for a goodbye; schedule a visit, phone call;
bring comfort items

Talk about placement resources; Facilitate an
Icebreaker Meeting between birth and foster parents

Arrange for prompt trauma services

Help substitute caregivers build relationship with
children
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Skill Practice
 You
will now have an opportunity to
practice some of the skills that were just
mentioned.
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Skill Practice

Form triads


3 people from different perspectives/roles
Role play scenarios:
1. Completing a genogram to gather
information about relatives
2. Beginning an Icebreaker Meeting
3. Talking to a child about placement and
permanency
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Discussion
 Feedback?
 Did
you experience any difficulties?
 Were
 Did
there any surprises?
you experience any value conflicts?
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Conflict Resolution
 Personal
and professional values and
roles can lead to opposing views.
 Manage
power differentials when working
in teams.
 Conflict
can be helpful.
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Conflict Resolution Tips
Before the Interview or Meeting:
 Clarify Expectations and Information
During the Interview or Meeting:
 State goal and ground rules.
 Identify need for discussion of disparate opinions.
 Address the role of power and authority in the planning process.
 Address need to set aside feelings of fear or mistrust.
 Encourage expression of emotional reactions, but avoid outbursts.
 Engage in a structured planning process.
 Steps to resolve conflicts:
 Let each person state his/her view briefly.
 Use active listening skills.
 Don’t try to win a debate, but don’t compromise safety.
 Utilize neutral team members.
 Consider reasoning behind disparate opinions.
 Have participants suggest modifications to their own points of view.
 Ask participants if they can accept the team's decision.
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Training Activity
Directions:
 Return
 Read
 Role
to groups
vignette
Play
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Discussion
 What
worked?
 What
didn’t?
 Which
activities, if any, will you incorporate
in your work?
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What is Full Disclosure?

Requires that family members be provided with
information and possible outcomes that will be upsetting

People have a right…
 to know potential outcomes of CWS involvement
 to participate in planning for their children

Sets the stage for open, honest communication

Increases family motivation to engage quickly in services

Establishes clear expectations for family, social worker

Includes: biological and foster/adoptive parents, children
and youth
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Full Disclosure
 What
roles do team members have in full
disclosure?

(i.e., attorneys, parents advocates, social
workers, youth, etc.)
 Receiving
and Providing Information
 How
can advocacy impact the full
disclosure conversation?
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Full Disclosure: Important Topics

The rights of the parents, family members and/or youth

Safety concerns and the reason for intervention

Safety, placement, and case planning processes

The MSLC expectation

Family strengths and resources

Legal and policy requirements

The potential outcomes and reunification timelines

Placement options

Relinquishment counseling and services.

Permanency and placement stability for children
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Full Disclosure: 2 Patterns

Pattern 1: Social worker affects tone of the meeting.
Empowerment comes from focusing on positive
information at beginning and end of meeting.

Pattern 2: Social worker ensures that information flows
both ways by providing and seeking information.






State purpose of meeting; Provide positive feedback.
Provide information about rights, safety concerns, etc.
Discuss MSLC.
Provide and solicit information about resources.
Reach consensus on next steps.
Repeat strengths and resources.
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Full Disclosure:
Engagement Skills
 Partializing
 Open-ended
 Strengths
 Mutual
questions
finding
respect
 Empathy
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Full Disclosure: Video

Video:
 Introducing to a non-custodial parent the
idea that s/he can play a significant role in
the concurrent planning process.

What are some strengths?
 What would you do differently?
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Full Disclosure: Role Play
 Return
 Read
to triad groups
vignette
 Two
people will role play, one person will
observe
 Rotate
roles until all group members have
a chance to both role play and observe
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Full Disclosure

Importance of team meetings
 Include extended family and community
supports in decision making process

Team Meeting Models
 Permanency Planning Team Decision Making
 Family Group Decision Making (FGDM)
 Informal team meetings

Empower participants by bringing attention to
strengths at the beginning and end of the meeting
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Full Disclosure

Involving youth, relative caregivers, and foster parents

Right to be informed

Youth’s developmental level determines amount of
detail in information given

Consult with trusted relatives or service providers

All involved parties should be on the same page

Speak with caregivers about potential conflicting
interests

Sharing information with other service providers
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Full Disclosure
 What
has been your experience with
concurrent planning?
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Full Disclosure
 Role
Play: Mock Team Meeting
 Directions

Return to triads

Form a group of 6 with one other triad

Read vignette

Role Play
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Concurrent Planning
Throughout the Life of a Case

Goal: Timely permanency

Begins immediately

Continues until permanency is established.

Be open to new permanency options

Important events in concurrent planning:





Removal
Placement
Detention Hearing
Case Plan
development
Dispositional Hearing



Monthly face-to-face contact with:
• Parents, children & youth,
foster parents / relative
caregivers
6-month review hearings
Post-permanency review hearings
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Common Barriers

Poor communication

Lack of:




collaboration
early, accurate assessment of needs
involvement of service providers
identified concurrent goal

Ambivalence about simultaneously working on 2 goals

Fear of tension between team members and parents

Concerns about concurrent planning requiring children to
feel disloyal to their parents

Use concurrent placement only after reunification period
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Decision Points
Directions:

Read vignette

Work in table groups

Identify concurrent planning best
practices that could have been applied to
vignette to change outcome
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Action Plan
Directions:
 Form

affinity groups
(all social workers together, all foster parents
together, etc.)
 Work
in table groups
 Suggest
 Chart
action steps for 2 case situations
suggestions
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Action Plan
 Develop
action plan
 Use
strengths and needs to improve
concurrent planning practice
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